The relationship between the teacher-student thinking style match/mismatch and student's creativity dimensions

The present study aimed at identifying the relationship between the teacher-student thinking style match/mismatch and students’ creativity dimensions. The research method in this study is descriptive and correlation. The study population consisted of all students of Ijtehad higher education institute in 1394-1395. From this population, 100 students (including 39 males and 61 females) were selected through Stratified Random Sampling approach to answer to a thinking style questionnaire as well as the Torrance Tests of Creativity. Their teachers – a group of six- were also given a questionnaire of thinking style in teaching. The Pearson correlation coefficient and the regression analysis were used to analyze the data. The findings show that, in general, the match of judicial thinking style (r=-0.34,p