The relationship between personality traits, Learning Styles and learning strategies with Academic Achievement in physics

Academic achievement is affected by several variables. Some of the most important variables are personality traits, learning styles and learning strategies. This research aimed to investigate the relationship between personality traits, learning styles and learning strategies with academic achievement in physics. This is a descriptive analytical study of correlation type. The statistical population of this research was all nine grade students in Pishva city. For this research, 200 students were selected using stratified random sampling method. All participants completed personality trait questionnaire, group embedded figure test and motivational strategies for learning questionnaire. The findings indicate that there are significantly positive relationship between openness, conscientiousness, field independent, organization and metacognitive self-regulation with academic achievement and significantly negative relationship between neuroticism with academic achievement. Conscientiousness, independent field and metacognitive self-regulation predict 53 percent of variance of academic achievement. The share of conscientiousness in prediction academic achievement was more than other variables. The research result demonstrated that using conscientiousness, independent field and metacognitive self-regulation make increase academic achievement in physics lesson.