117 Assessing Uses of Motivated Strategies by Middle School Students Based on Their Learning Styles Eyup Yurt 1 , Mustafa Aydin 2 and Ismail Sahin 2 1 Nizip Education Faculty, Gaziantep University, 2 A. K. Education Faculty, Necmettin Erbakan University Abstract In this study, middle school students’ motivated strategies for learning were compared based on their learning styles. Four hundred fifty-one senior middle school students participated in this study. The sample comprised 52.3% female students and 47.7% male students. According to the results of the present study, the Concrete Experience and Reflective Observation learning preferences generally exhibit a negative correlation with the motivated strategies for learning whereas the Abstract Conceptualization and Active Experimentation learning styles mostly display a positive correlation with the motivated strategies for learning. Moreover, the students who have the Accommodating and Converging learning styles use motivated strategies for learning more frequently than the students who have the Diverging and Assimilating learning styles. Key words: learning style; learning strategy; middle school student; MSLQ. Introduction Today, with the development of new technologies and information sources, the amount of information and the number of skills students must possess have increased. To adapt to this change, individuals should possess certain skills, such as critical thinking, problem solving, decision-making (Adeneye, 2014; Arikan & Unal, 2015; Davis, 2014). It is believed that the development of these skills is achievable in a learning environment where students are active during the learning process, assume responsibility for their own learning, and construct concepts in their minds, according to their preliminary knowledge as well as their learning preferences as proposed by Croatian Journal of Education Vol.17; Sp.Ed.No.3/2015, pages: 117-149 Original research paper Paper submitted: 25 th July 2013 Paper accepted: 24 th February 2014 doi:10.15516/cje.v17i0.1009