COGNITIVE STYLES, SCHOLASTIC EMOTHION AND ACADEMIC PERFORMANCE

This study investigated the relationship between cognitive styles, emotional, and academic performance of students in school. The study population consisted of undergraduate students from the Faculty of Psychology and Educational Sciences, Allameh Tabatabai University who were studying in the 90-1389 school year. The sample group consisted of 131 students who were selected by cluster random sampling. The Kirton Inventory (KAI) was used to assess stylistic (Modern / researcher and Nvgryz / acceptor) and the degree of excitement questionnaire (AEQ) in the classroom was used for assessing academic emotions (joy, hope, pride, anger, anxiety, shame, frustration and boredom). Furthermore, the final score of educational psychology course regarded as an indicator of student's academic performance Statistical analysis of the results showed that: a) there is a significant positive correlation between academic performance and stylistic b) there is a significant positive correlation between academic performance and the degree of academic excitement c) there is a significant positive correlation between the degree of stylistic and academic emotion. The result of the regression analysis confirms the predictive power of academic stylistic and emotional well-being for the lesson. These results have implications for effective teaching and learning that is discussed in this paper.