عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Abstract: The present research was done with the purpose of surveying the relationship between learning strategies and problem–solving styles with educational achievement. 293 subjects were chosen from those studying the courses in humanities and engineering through stratified random sampling. Learning Strategies questionnaire by Pentrich & et al (M.S.Q.L) and Cassidy & Long's problem-solving styles questionnaire were administered. Data were analyzed using Pearson's coefficient of correlation, independent t test and multiple regressions. The result showed that there is a relation between learning strategies and educational achievement. Also, out of problem-solving styles, only creative style shows meaningful relation with educational achievement. Moreover, there is a positive relation between the various learning strategies and creative problem-solving, confidence, and attitude and a meaningful negative relation with helplessness. Control and avoidance styles didn’t also show any relation with learning strategies. Furthermore, no meaningful difference was observed between gender and learning strategies except in metacognitive self-regulation strategy. Also, the students in the humanities use learning strategies more than students in engineering. However, there wasn’t any difference between them in using problem-solving styles. The results of regression analysis showed that elaboration strategy and creative problem-solving style can predict the educational achievement. On the whole, learning strategies and problem-solving styles explain 5.8 % of educational achievement variance.