© 2017 International Journal of Educational and Psychological Researches | Published by Wolters Kluwer - Medknow 100 The comparative consideration of the amount of applying learning strategies between successful and unsuccessful students Mahboubeh Soleimanpour Omran Department of Educational Management, Islamic Azad University, Bojnourd Branch, Bojnourd, Iran Introducion Learning is a continuous current including variations almost permanent being hide in person’s behavior. [1] Many factors have role in facilitating this process including strategic process, the abilities of solving problems, understanding, control, self-adjustment, ultra-cognition, and learning strategies. [2] Cognitive strategies are behavior, thoughts, or learner’s action being used in the process of learning, and its aim is to help learning, organization and saving knowledge, skills, and the facilitation of using them in future. [3] “Ultra-cognition” term is called our knowledge about our cognitive processes and their optimum usage to achieve learning purposes. [4] In learning systems, there is less effort to teach better methods of learning. [4] Every year educational failure is expensive and many students cannot succeed in educational substances [5] and because of lacking strategic skills of studying and learning, they have educational failure. Studying and learning strategies improve their educational function by facilitating students’ learning process. [6] Self-adjustment, self-control, the identification of problem need to be ABSTRACT Aim: The purpose of this research is to compare the amount of applying learning strategies between successful and unsuccessful students of Islamic Azad University of Isfarayen. Methods: This research is collative‑causative, and the statistics society of research concludes all the 500 successful and unsuccessful students of Islamic Azad University of Esfarayen in 2014. The whole statistics society of research was used to reach better and more exact results as a sample. Learning strategies and its basic concepts were measured by a standard questionnaire of learning strategies (Learning and Study Strategies Inventory), framed by Weinstein and Palmer (2002) was used for variable data collection of learning strategies and their main components The questionnaire had the range of 80–90% with the help of Cronbach alpha coeficient method, in dictating the validity and durability of mentioned questionnaire. The validity of this questionnaire has been previously approved and implemented the obtained data was analyzed by using descriptive statistics method (table, abundance, diagram) and inferential statistics (test, the analysis of variance, regression analysis). Results: The indings indicate that there is a meaningful difference between successful and unsuccessful students in case of using learning strategies and its basic components. Conclusions: There is no meaningful difference between the students of different ields in using the basic components of learning strategies. Furthermore, it was determined on the basis of the research that learning strategies cannot predict educational progression. Key words: Educational failure, educational progression, learning components, learning strategies, successful students, unsuccessful students Address for Correspondence: Dr. Mahboubeh Soleimanpour Omran, Department of Educational Management, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran. E‑mail: soleymanpour@bojnourdiau. ac.ir; m.pouromran@gmail.com Original Article How to cite this article: Omran MS. The comparative consideration of the amount of applying learning strategies between successful and unsuccessful students. Int J Educ Psychol Res 2017;3:100-5. This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as the author is credited and the new creations are licensed under the identical terms. For reprints contact: reprints@medknow.com Access this article online Quick Response Code: Website: www.ijeprjournal.org DOI: 10.4103/2395-2296.204119 [Downloaded free from http://www.ijeprjournal.org on Sunday, October 15, 2017, IP: 188.136.149.34]