This research aim to recognize relationship between learning
strategies and Identity Styles at college education students, and
known differences of means on learning strategies and Identity
Styles scales according to type variable: sex and Specialization.
The present study aimed to investigate the relationship between learning
strategies and Academic achievement as well as to explore the differences in the
level of these strategies due to gender and student’s academic achievement level.
Sample of t
he research consisted of (85) male and female students. Learning
strategies questionnaire of Arbor (1989) which was translated into Arabic by BaAbad
and Mari” (1996) was used.Results of the research indicated that there was
an intermediate level for using learning strategies among the sample, with a sign
of decreased level in the strategies of learning resources. Also there were no
statistically significant differences related to gender of students in the academic
achievement although there was significant positive correlation between
academic achievement and motivation strategies for learning, but not
significantly correlated with the other dimension.