The Relationship between Student's Usage of Study and Learning Strategies and their Academic Achievement

The goal of the present research was to determine the extent to which students use study and learning strategies (SLS), and its relationship with their academic achievement. Participants were 425 students from Literature and Social Science and Engineering schools of Ferdowsi University of Mashhad, who were randomly selected among two grades (i.e., Year One and Three) from both types of university admission (i.e., First Admission vs. Second Admission). Karami's Questionnaire of Study and Learning Strategies in the Persian language was administered. Findings indicated that the student's usage of the SLS could be classified at the intermediate level, with the female students scoring higher than males, and those from the Literature and Social Science school scoring higher than those from the Engineering school. There was no difference among the students in regards with their admission type or grade. Also there was no correlation between the student's scores on their National University Entry Exam with their use of the SLS; however, there was a positive correlation between the student's SLS with their mean scores from their high school and their mean scores at the university from the previous semesters. The results of a regression analysis showed that meta-cognition process of knowledge and self-control had the most important roles in the academic achievement of the students.