The Relationship between Learning Styles with Achievement Motivation and Academic Achievement of High School Students in Lorestan Province

The research has been performed to the aim of studying the investigation of the relationship between the learning styles with achievement motivation and academic achievement of high school students in Lorestan province in mind. Descriptive-correlation method of research has been used, to this aim. Statistical population include all of High School students (115010 student) of in Lorestan province, according to the statistical report of Education Department of Khorramabad for academic year of 2015-2016. Based on Krejcie-Morgan table, a sample size of 384 individuals has been selected based on Stratified random sampling method. To collect data, Hermann's Progressive Motivation Questionnaire (1970), Kolb's Learning Styles Questionnaire (1971) and GPA have been used. To analyze data and test research hypotheses, indicators of descriptive statistics including standard mean and deviation have been used, in addition to inferential statistics tests such as Pearson correlation coefficient, independent t-test, and multivariate analysis of variance. Results showed that the correlation coefficient between divergent learning styles and achievement motivation (r= 0.39, P= 0.0001); converging learning style and achievement motivation (r= -0/41, P= 0.0001); the divergent learning styles and academic achievement (r= 0.36, P= 0.0001); converging learning style and academic achievement (r= -0.39, P= 0.001) there is a significant relationship. But assimilating and accommodating between learning styles and academic achievement was no significant relationship with achievement motivation (P < 0.05). Multivariate analysis of variance showed that there is a significant difference between male and female students' learning styles (P<0.05). The independent t test results showed that the mean achievement motivation and academic achievement of girls and boys there is a significant difference (P< 0.01).