Mehran Farajollahi - Department of Education, Payame Noor University, Tehran, Iran

Aim: The present article is based on research aiming to study the simple and multiple relationships between learning strategy and distance learners’ achievement. Methods: The sample was consistedof 476 students at Payam Noor University who was selected using multistage cluster sampling andKrejcie‑Morgan table. The methodology of the research was a correlation. In order to gather data, 31 questions of motivated strategies for learning questionnaire made by Pintrich et al., were used. These questions are related to the learning strategies. The reliability of the questionnaire wascalculated to be α = 0.92. The collected data were analyzed using Pearson’s correlation and multiple regression‑inter model. Results: The results indicated that the categories of learning strategies were predictors for distance learners’ achievement significantly (R = 0.67, R2 = 0.45, F(5,570) = 75.2,P < 0.01). Conclusions: This study mainly aims to investigate the relationship between categories of learning strategies and distance learners’ achievement

Academic achievement, distance learning, learning strategies, metacognition