Motivated Strategies for Learning and Cognitive Styles Among a Sample of UAE High School Students

Abstract

This study is aimed at exploring the motivated learning strategies and cognitive styles among a sample of UAE high school students. To achieve the objectives of the study, a sample consisted of 800 male and female students were chosen and the motivated learning strategies scale and the cognitive styles scale were validated and administered to the students. Results of the study showed that the task values motivated learning strategy ranked first followed by test-anxiety, self-efficacy, and self regulation strategies in order. Statistical significant differences in scores of test-anxiety and self-regulation motivated learning strategies based on gender was found and in favor of female students. Also, statistical differences in all motivated learning strategies were found based on various academic streams and in favor of scientific stream. No statistical significant differences in motivated learning strategies were found based on various school grades. Results also showed that students have a tendency to be field-independent. Statistical differences in field-independent cognitive style were found in favor of male students, science stream, and 10 th grade students. Also, statistical differences in field-dependent cognitive style were found in favor of female students, arts strea m, and 11 th grade