بررسي رابطه سبك شناختي وابسته به زمينه و نابسته به زمينه و يادگيري خودنظم داده شده با عملكرد رياضي دانش آموزان سوم راهنمايي

For the purpose of computing the relationship between field-dependent and field- independent cognitive style with self-regulated learning and mathematics performance of third grade students of junior high-schools in Chipare region mt, West-Azarbayjan Province, 280 students were selected with simple random samling method. To collect data, Group Embeded Figures Test (GEFT) and Motivational Strategies of Learning Questionnaire (MSLQ) were used as instruments. The results showed that there is not any difference between male and female students in terms of cognitive style, but between strong and weak students in mathematics performance there is a significant difference. Regression analysis of cognitive styles and learning strategies on math performance showed that cognitive style (FD-I) in comparison with learning strategies, accounts for a larger portion of the variance of mathematical achievement in students.