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The present study was conducted with the aim of comparing thinking styles and academic well-being in students with and without special learning disabilities.

The method of this research was comparative causality. The statistical population of this research included all male students enrolled in the learning disabilities center of Ardabil city in the academic year of 1402-1401. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in participated in this research. Two groups answered individually and with the presence of the researcher to the questionnaires of thinking styles and academic well-being. The collected data were also analyzed using multivariate analysis of variance (MANOVA) test.

The results showed that students with disabilities in the scores of first category thinking style (F=10.166), second category thinking style (F=1.433), third category thinking style (F=14.213), and changes in academic well-being (F=17/190) are significantly different from the normal group.

According to these results, from a practical point of view, it is recommended to hold educational workshops based on teaching thinking style strategies and creating motivation and efforts for academic progress and well-being by school counselors and psychologists.

Societal realities indicate a decrease in the desire for marriage among students. This decline may be attributed to changes in thinking styles and decision-making processes, which significantly influence youth and communities, particularly in areas such as marriage and youth relationships. This study aims to investigate thinking styles and decision-making in the desire for marriage among students.

The present study is descriptive correlational research. The research population consisted of master's degree students at Islamic Azad University, Shahre Qods Branch, in the academic year 2022-23. A sample of 229 individuals was selected non-randomly, using G*power software, based on availability and purposive sampling. 

Statistical results indicate that among the components of thinking styles, the conservative thinking style (β = 0.044, df = 2.226, P < 0.001) and the elitist thinking style (β = 0.009, df = 2.226, P < 0.001) can predict the desire for marriage. Additionally, among the components of decision-making style, the dependency component (β = 0.001, df = 2.226, P < 0.001) can predict the desire for marriage.

According to the results, young people are more cautious about marriage and the responsibilities of marriage and prefer to proceed according to conservative thinking with current customs and norms; Also, based on the oligarchy's thinking style, they have a challenge in prioritizing the important tasks of life, and apparently this is the reason that they are more interested in stabilizing their job conditions than marriage and partner selection.

The purpose of this study is to investigate the role of hidden curriculum in thinking style and communication styles of high school students in Mehran. Research Method In this descriptive correlational study, the statistical population included all male high school male students in Mehran, which according to Morgan's table, 164 people were selected and studied by stratified random sampling. Sternberg and Wagner (2007) Styles of Thought Questionnaires, Norton Communication Styles (1987) and Hashemi Hidden Curriculum (2012) were used to collect data. Descriptive statistics and confirmatory factor analysis, Pearson correlation and Linear regression was used. The results of factor analysis showed that Hashemi (2012) Hidden Curriculum Questionnaire has three components and in the present study also has appropriate validity. The results also showed that the role of hidden curriculum on students' thinking and communication styles was significant. The results showed that there is a positive and significant relationship between the components of people interaction, school organizational structure, physical structure with communication styles and between thinking styles and components of people interaction, school organizational structure, physical structure.

The research has been performed to the aim of studying the relationship between thinking Styles and creativity with achievement motivation of junior schools student district 2 in khorramabad city in mind. Descriptive-correlation method of research has been used, to this aim. Statistical population include all of junior schools student district 2 in khorramabad city (5553 student), according to the statistical report of Education Department of khorramabad city for academic year of 2019-2020. Based on Krejcie-Morgan table, a sample size of 360 (165 girls, 195 boys) individuals has been selected based on random sampling method. To collect data, Thinking Styles Sternberg and Wagner, Abedi creativity test, and Hermans' Motivation have been used. To analyze data, indicators of descriptive statistics including standard mean and deviation have been used, in addition to inferential statistics tests such as Kolmogorov-Smirnov test for data normalization, Pearson correlation coefficient, and stepwise multiple regression.The results showed that there is a positive and significant relationship between legislative, executive, judicial, monarchic, hierarchical, anarchic, global, local, external, and Liberal thinking styles with achievement motivation of junior schools student district 2 in khorramabad city, But between thinking style oligarchic, internal and conservative no significant relationship with achievement motivation. As well as between all variables of creativity and its dimensions (fluency, elaboration, originality, flexibility) positive and significant relationship with achievement motivation. In addition, based on the results of stepwise multiple regression analysis, among the predictor variables included in the analysis in thinking styles, external thinking style, hierarchical, executive and Liberal together 19% and in the dimensions of creativity, fluency dimensions and originality 20 Percentage of variance explains the motivation for progress.

The purpose of this study was to compare the family function, marital satisfaction and thinking styles of mothers of children with learning disabilities and mothers of children with normal children. The research design of this study was causal-comparative. The population of this study included all mothers of children with learning disabilities and mothers of children with normal children in Ardakan and Meybod schools in the academic year of 2016-2017. Through available sampling method, 140 mothers (70 mothers of children with learning disabilities and 70 mothers of children with normal children) were selected. Data were collected using Smilkstein’s Family Apgar Scale, Enrich marriage satisfaction and Sternberg and Wanger’s thinking styles inventory. Data was analyzed using multivariate analysis of variance. The findings showed that mothers of children with learning disabilities have less family function and marital satisfaction than mothers of childen with normal children. Also, legislative, executive and judicial thinking styles were higher in mothers of normal children than mothers of children with learning disabilities (p < 0.05). Therefore, the improvement of thinking styles, marital satisfaction and family functioning of mothers of children with learning disabilities could help to improve their children's performance.

The purpose of this study was to predict the active teaching style based on the thinking styles of elementary school teachers in Amol city in the years 1397-98. The statistical population of this study consisted of all elementary school teachers in Amol city in the academic year of 1398-98. a total of 120 subjects were selected using available sampling method. After selecting the samples, teachers were asked to answer the Sternberg Thinking Styles Questionnaire and the Teaching Style Preference Questionnaire. According to the purpose of the study, after analyzing the initial results, were studied the results of 80 teachers with active teaching style. To analyze the data, in the descriptive statistics section (mean and standard deviation) and in the inferential statistics section, was used Pearson correlation coefficient and regression at the significant level 0/05. The results showed that there is a significant positive relationship between active teaching style and free thinking style. The results of multiple regression analysis with concurrent method showed that among the predictor variables, open thinking style was able to explain active teaching style. Therefore, with 95% confidence, it can be said that there is a significant relationship between teachers' active teaching style and their thinking styles. In fact, it is possible to find out the type of teaching style of teachers according to their thinking styles, which can be used in selecting teachers. Keyw

The purpose of this study was the investigation of The prediction of Religiosity based on and Thinking Styles and Personality Types in the second secondary students of urmia. The research method was descriptive-correlational. The statistical population of the study consisted of all second secondary students in the second district of Orumiyeh city Who were studying in 2017-2018. For this purpose, 375 student, selected by cluster multistage random method and were evaluated with by Khodayari-Fard et al. (2009) the religiosity questionnaire, the short form of thinking styles of Sternberg, Wagner and Zang (2007) and the short form of the Goldberg character trait questionnaire (1999). The correlation coefficient and multiple regression analysis were used to analyze the research hypotheses. The findings showed that the legal, judicial, executive, global, local, hierarchical, monarchic, internal and external, styles of thinking have positive (p

The purpose of this study was to investigate the relationship between thinking style(legislative, executive, judicial) and managers’ entrepreneurshipand organizational health among Shiraz medical science universities staff.
The population of the study included all faculty managers and staff members of Shiraz medical sciences university of which a sample of 60 managers and 240 staff were selected through stratified sampling.The instruments of the research included Hoy & Fildman (1966)Organizational Health questionnaire (OHI), Robbins and Coultar (1989) Entrepreneurship questionnaire and Sternberg’s Thinking Style Questionnaire (1991).
The data analyzed by SPSS and the correlational analysis of the factors showed that there is a positive and significant relationship between executive thinking style and entrepreneurship and organizational health but there is no relationship between Judicial thinking style and entrepreneurship and organizational health.
Findings revealed that entrepreneurship has a mediating role for executive thinking style and organizational health .The results showed the important role of managers’ thinking styles and entrepreneurship in organizational health among staff.

Given the environmental crisis in Iran being one of the severest in the world, and most of environmental problems being rooted in lack of awareness in this regard, it would be up to schools to promote a culture in which the environment is valued and protected. To determine the relationship between the attitude towards environment and thinking style, a random sample of 375 high school students was given the Sternberg-Wagner questionnaire on thinking styles as well as measures on attitude towards environment. Data analyses revealed a significant relationship between attitude and thinking style. However, no correlation was found between thinking style and environmental behavior. Such studies can be helpful in identifying the factors that affect attitudes towards environment, leading to protective behaviors.

The present study was relationship between thinking styles and Cultural Intelligence teachers in principals in high schools of Naghade (a city in Iran). In a correlational descriptive study, 145 teachers were randomly selected according to sex and using stratified sampling proportional to size. Data was collected by Ang's and et al Cultural Intelligence questionnaire(2004) and Sternberg and Wagner's questionnaire (1992). for assessing reliability using cronbach's alpha coefficient organizational socialization organizational α = 0/861 and thinking styles α = 0/94 questionnaire Obtained. Hypothesis based on the data collected and analyzed using MANOVA and multiple linear regression analysis. The results showed that the thinking styles of Cultural Intelligence There is a significant positive relationship.In addition to, Legislative, Judicia, hierarchical, global and liberal thinking styles to be a significant and positive aspects metacognitive, cognitivemotivation and behavioral compontnt transaction to predict.

According to the importance of academic achievement in every country , the present study aimed to investigate the relationship between thinking styles , adjustment and academic achievement.
This research was a descriptive and co relational study. The statistical population of this study was 367 male and female students who were studied in high school of Kashan city. The study was conducted using the cluster sampling method within each cluster units were then chosen by simple random sampling. To gather the data, two standard questionnaires on thinking styles of Strenberg and Zang and academic adjustment of Sinha & sing were used. Also, G.P.A of students were used as an index for academic achievement. Gathered data were analyzed by statistical methods of Pearson's correlation and MANOVA.
The results showed that thinking style of judicial, executive, hierarchic, monarchic had positive significant relationship and thinking style of anarchic and Local had negative significant relationship with academic adjustment.In addition thinking style of judicial, Legislative, executive, hierarchic, monarchic Conservation, had positive significant relationship and thinking style of anarchic had negative significant relationship with academic achievement . Also the results were demonstrates of significant relationship between academic achievement and adjustment.
Based on our research academic adjustment and academic achievement have relationship with thinking styles.

Managers have a crucial role on qualitative and quantitative improvement of their outputs, that is, the students. Every organization’s creativity is dependent on the creativity of its managers. Different factors influence managers’ creativity. According to Sternberg, intelligence, personality and thinking styles effect creativity. This research attempted to investigate the relationship between high school principals’ thinking styles and creativity in the city of Khorramabad. The research design is of the correlation characteristic of descriptive researches. The research population included all 145 high school principals in Khorramabad (67 females and 78 males). To determine the sample size the Cochran formula was used. Therefore, 107 principals (48 females and 59 males) were selected as the sample using a relative cluster sampling. To collect data, Sternberg-Wagner’s thinking styles questionnaire and Ran sip’s creativity questionnaire were administered. The content validity was used to determine the validity of the measures and Cranach alpha was used to measure the validity of the questionnaires. The Cranach alpha values for the thinking style questionnaire and creativity questionnaire were 0.90 and 0.92, respectively. Results showed that legislative and judicial thinking styles were positively correlated to the principal’s creativity, while the relative between the executive thinking style and principals’ creativity was not significantly meaningful. Of the thinking styles, the judicial style is a suitable predictor of the principals’ creativity. According to the findings, can be concluded that the thinking style, fundamentally role in innovation and depending on the situation, one of these styles, the best results will be achieved.

This research was carried out with the purpose of investigating the relationship between thinking styles and learning strategies with student’s academic performance of Azad University. Research method was descriptive-correlation and three questionnaires (Sternberg-Wagner Thinking Styles, Learning Strategies ASSIST & Dortaj Academic Performance) were completed by 350 students (220 males and 130 females) that were selected with stratified sampling method. Data was analyzed by using Pearson correlation, multiple regression logs model (ENTER) and t-test. The obtained results showed that there was positive and significant correlation between thinking styles and deep & strategic learning strategies with academic performance. However, there was no significant relationship between learning strategy and academic performance. In predicting student’s performance, three level of thinking styles and one level of learning styles were involved. Both genders showed a significant difference in legal, conservative, hierarchical, anarchy & internal thinking styles.

Now-a-days in the educational systems، a special attention is given to the development of the thinking skills. In such systems the children learn how to use their thoughts in their daily life. Therefore it seems that knowing thinking styles (as an individual’s preferred procedure in reasoning، assessment and judgment) and its applications can be conductive in the daily life. The purpose of this study also was to understand the relationship between the thinking styles and the Grasha-Reichmann learning styles. The participants in this study were the high school students of Tehran. 533 students (258 girls and 275 boys) were selected from this community and answered to the Thinking Style Inventory (TSI) (Zhang and Sternberg، 2005) and Grasha and Reichmann Student Learning Style Scale (GRSLSS) (Grasha & Reichmann، 1996). Findings of this study indicated that the thinking styles have significant relationship with the learning styles. The findings also indicated that the thinking styles could anticipate any of the learning styles with different patterns. It seems that the students with type-I thinking style prefer the independent learning styles، while ones with type-II and type-III thinking styles lean towards the other thinking styles.

The aim of this study to investigate the relationship between perceptions of classroom goal structure, thinking styles, approaches to learning and academic achievement. For this purpose, in correlational research design, 311 boy students were selected from under graduated students of Abhar Azad University through stratified sampling. Three questionnaires were used: Perception of classroom goal structure scale (PALS), Thinking styles inventory and Study Process Questionnaire. academic achievement of students was assessed through their fall semester average grades. The result indicate that there is a significant positive relationship between academic achievement, mastery goal structure, thinking styles of type 1 and deep approaches to learning. There is no significant relationship between academic achievement, performance -approaches goal structure and goal structure performance-avoid. Also there is a significant negative relationship between academic achievement, thinking styles of type 2.

BackgroundTraditionally, many psychologists and educators have believed that student's success and failures are attributable mainly to individual differences in ability. However, individual differences in abilities cannot answer such questions as "why do some students get straight, as whereas others with equal abilities flunk out?" As a response to the recognition that individual differences in abilities provide only part of the answer to why students differ in their academic performance, many scholars began investigating the predictive value of non-ability measures for academic achievement among male and female university students (Sternberg & Williams, 1997). Two examples of these measures are thinking styles (Sternberg, 2009, Zhang, 2004) and learning approaches (Diseth, 2003; Duff, Boyle, Dunleavy & Ferguson, 2004).In Sternberg's theory of mental self-government, thinking styles are our preferred ways of using the abilities that we have. The theory delineates 13 thinking styles that fall along five dimensions, these are: 1) functions (legislative, executive, judicial), 2) forms (monarchic, hierarchic, oligarchic, anarchic), 3) levels (global, local), 4) scopes (internal, external), and 5) leanings (liberal, conservative).In Biggs's theory of approaches to learning or 3P model, there are three common approaches to learning: surface, which involves a reproduction of what is taught to meet the minimum requirements, deep, which involves a real understanding of what is learned, and achieving, which involves using a strategy that will maximize one's grades. Each approach is composed of two elements: motive and strategy. Motive describes why students choose to learn, whereas strategy describes how students go about their learning (Zhang & Sternberg, 2000; Zhang, 2002). ObjectiveThe main goal of this study was to examine the relationship between the thinking styles and learning approaches with academic achievement of male and female students. MethodA total of 386 students [56 male (M=22/1, SD=2/1) and 230 female (M=21/1, SD=1/8)] completed the Short Version of General Thinking Styles Inventory and Study Process Questionnaire were applied. Student's average scores were obtained from the university administrations and were used as a measure of academic achievement. Multivarate analysis of variance (MANOVA) was used to examine gender differences on the thinking styles and learning approaches. Multiple regression analyses were conducted to examine the relationship between the thinking styles and learning approaches with academic achievement. ResultsResults from calculating the correlations between thinking styles and learning approaches with academic achievement indicated that correlation coefficients among legislative, judicial, liberal, hierarchic, global, external, monarchic, oligarchic thinking styles and deep learning approach with academic achievement were positive and significant and, correlation coefficients among executive, local, conservative, internal thinking styles and surface learning approach with academic achievement were negative and significant. The correlation between anarchic thinking style and academic achievement was not statistically significant.Results of stepwise regression analyses using the thinking styles and learning approaches as the predictor indicated those legislative, judicial, liberal, hierarchic, global, external, oligarchic, executive, local, conservative, internal thinking styles and deep and surface learning approaches statistically contributed to student's academic achievement. The signs of beta weights showed that legislative, judicial, liberal, hierarchic, global, external, monarchic, oligarchic thinking styles and deep learning approach negatively contributed to academic achievement scores and executive, local, conservative, internal thinking styles and surface learning approach positively contributed to academic achievement scores.The results of MANOVA showed a significant difference between males and females in global, internal, hierarchical, monarchic and anarchic thinking styles and non-significant difference between male and female in learning approaches. DiscussionConsistent with previous finding that studied the contribution of thinking styles and approaches to learning (e.g., Grigorenko & Strernberg, 1997; Sternberg & Grigorenko, 1993); results of the present study identified the contributions of thinking styles and approaches to learning to student's academic achievement. The relationships between thinking styles and learning approaches to academic achievement scores could be explained by personality traits. It could be that participants who are used to employing the legislative, judicial, liberal, hierarchic, global, external, oligarchic, executive, local, conservative, internal thinking styles and deep learning approach had higher scores in extraversion, conscientiousness and openness to experience personality factors and participants who are used to employing the executive, local, conservative, internal thinking styles and surface learning approach had higher score in neuroticism personality factor. ConclusionIn general, the results of this research demonstrate that attention to the role of thinking styles and learning approaches on academic achievement of university students is crucial. On the other hand, this investigation reports that student's academic achievement is predicted by their thinking styles and learning approaches. We encourage the development of further research examining the relationship between thinking styles and learning approaches with academic achievement among students of different fields. It might also be interesting to examine the predictive validity of these relations by examining performance in different types of assessments, rather than the use of a global grade point average, to gain more specific knowledge about the relationship between thinking styles and approaches to learning with academic achievement scores in male and female university students.

The aim of this study was to compare thinking styles and sensation seeking in art and math students (BA) .Statistical population of this research was all the males that studied in art and architecture faculty and central Tehran Azad Islamic University , Second term in 87-88 . Sample was 266 Art and math students that were selected by stratified random sampling . For thinking styles assessment of the students have been used Sternberg Thinking Style Test . Also for sensation seeking measurement have been used Arnett Sensation Seeking Test . These two tests were performed for the students in their universities . After getting data , research hypothesis were analyzed by Independent Two Groups Mean Test . in confidence level of 95% . Findings showed that : legislative , executive , judicial , monarchic , hierarchic , oligarchic , global , local  ,internal , anarchic , external and liberal thinking style in math students is higher than art students . And also with 99% confidence , art students sensation seeking is higher than math students .