شبكة المعلومات العربية التربوية

Learning styles are the cornerstones of an effective learning process that have an impact on learners' academic attainment but may not receive sufficient attention. This may be due to the lack of knowledge of the learner himself in his learning style as well as the teacher's lack of awareness of appropriate methods for his students, Learning in one way even if it is not appropriate for the thinking of the majority of them (Al-Ghamdi, 2013). Atherton, 2002, argues that surface learning style is based on external motivation and fear of failure. The superficial students in learning see school learning as a way towards other goals such as job acquisition, and their intention is to meet the requirements of the learning content By memorizing, recalling and retrieving the content of the course they believe will take the exam, they demonstrate the concept of productivity and focus on the non-tasked parts of the task, and those who have a deep learning style based on internal motivation and a real understanding of what students have learned are interested in the material Study, understand, absorb and are aware of their importance professional, and believe that an exciting study for their interest and they are linking expertise and integration, and are looking for the discovery of meaning, trying to figure out the intent and purposes behind the course material, and they have serious concerns about the study (Dardeer.3004). The research problem is summarized in the following questions: Is there a relationship between learning styles and cognitive motivation? If there is a relationship, what is its nature and quantity? If there is a relationship, how much does cognitive motivation contribute to learning styles? All of these questions formed a discussion of the problem of research, which the researcher wishes to answer through his research procedures The current research aims to: 1) Know the most used learning styles for university students. 2) Knowledge of the degree of cognitive motivation of university students. 3) The amount and nature of the relationship between each of learning styles and cognitive motivation of university students. To achieve the research objectives, the researcher used three measures: 1) Scale Learning Styles For Entwistle, et al, The style version. After the Arabization and statistical analysis and the extraction of indicators of honesty and stability. 2) The cognitive motivation scale of Mahmoud (2004) after its statistical analysis and the extraction of indicators of its reliability and stability. The sample of the statistical analysis was chosen in a simple random way in the selection of colleges and in the random stratified form of proportional distribution in the selection of students. Three faculties of scientific specialization were selected, three faculties of human specialization were selected, 400 students were selected, and the use of appropriate statistical means. On the sample application that is the same statistical analysis sample after deleting the score of the paragraphs that were dropped by statistical analysis. In light of these results, the researcher put forward a number of recommendations and proposals. (Published Abstract)