The aim of this study was to identify the relationship between learning strategies and learning motivation in students. The research is of correlational-prediction type and the statistical population includes all 3245 first grade female students in secondary school from districts 1 to 2 in Hamadan, among whom 311 students were selected by multistage cluster sampling method. The data collection instruments were questionnaires of learning strategies and achievement motivation in learning, which their reliability was calculated 97.0% and 90.0% using Cronbach's alpha and retest, respectively. For data analysis, one-sample t test, Pearson correlation coefficient and stepwise multiple regression were used. The results showed that there is a significant relationship between the cognitive learning strategies and learning motivation of female students. Also, a significant correlation was observed between cognitive learning strategies and student’s learning motivation. In addition, a direct relationship was observed between learning strategies and student’s learning motivation. The results showed that student’s learning motivation can be explained and predicted by cognitive and metacognitive strategies.
