The Relationship between Learning Styles and Intrinsic Motivation of 11th Grade Students with the Mediating Role of Teacher-Student Bond

The present study was conducted with the aim of investigating the relationship between learning styles (concrete, reflective observation, active and concrete experimentation) and intrinsic motivation with the mediating role of teacher-student bond. The research method was descriptive correlational. The statistical population included all 5600 students of the 11th grade in Zanjan city in the academic year 2022-2023. 300 people were selected as a statistical sample based on the availability sampling method as well as Morgan's table. To collect data, Kolb's (1984) learning style questionnaire, Amabile et al.'s (1994) intrinsic motivation scale, and Murray and Zivach's (2011) teacher-student relationship inventory were used. Data were analyzed using structural equation modeling. The findings showed that there is a direct and meaningful relationship between concrete learning style, reflective observation and active experimentation with intrinsic motivation, but no relationship was found between abstract learning style and that type of motivation. Also, there is a direct and significant relationship between the concrete learning style, reflective observation and active experimentation with the teacher-student bond, but no relationship was found between the abstract learning style and teacher-student bond (p<0.01). In addition, there is a significant indirect relationship between the concrete, reflective and active experimental learning style and with intrinsic motivation through the mediation of the teacher-student bond; However, no significant indirect relationship was found between abstract learning style and intrinsic motivation (p<0.01). As a result, it seems that in order to improve students' intrinsic motivation, learning styles and teacher-student bond can be investigated.