Relationship between

The present study aimed to examine the relationship between student-teacher thinking styles match/mismatch and students’s academic achievement. Therefore 150 students (93 females, 57 males) and 30 professors (3 females, 27 males) of Semnan University were selected using stratified random sampling. For collection data Sternberg and Wagner (1992) thinking styles inventory and Grigorenko & Sternberg (1992) thinking styles in teaching inventory data were analyzed by Pearson correlation and regression mothod. Findings showed that mismatching of student-teacher's conservative and legislative thinking styles could significantly predict students’s academic achievement. Consequently, it could be suggested that simultaneous assessment of teachers and students’s interpersonal variables (thinking styles) inclues important information for predicting academic achievement.