Designing a Structural Model for Predicting Students Research Morale based on Teachers’ Teaching Styles and Thinking Style.

The research method was descriptive and correlational. The population of this research consisted of all first cycle of secondary education students and teachers in the four district of Shiraz, who studied in the academic year 96-97. Using multi-stage cluster sampling, 600 students and 60 teachers were selected. Research tools included Grassha and Richman Teaching Styles Questionnaire (2002), Harrison & Bramson Thought Style Questionnaire (2002) and Mohammad Sharifi’s research morale questionnaire (2013). Which Cronbach’s alpha coefficient was 0.79, 0.91 and 0.81 respectively. Research findings were analyzed by SPSS and LISREL software and using statistical methods such as one-sample t-test, Pearson's correlation coefficient, and multiple regression analysis. The results showed that: Research morale in students was higher than average, the dominant teaching style of teachers, was facilitator style and dominant thinking style was the style of analytics. There is a significant relationship between a number of teaching styles and teachers' thinking styles. There is a significant and direct correlation between the different teaching styles of teachers and students' research morale. Teachers teaching styles and thinking styles simultaneously predict a significant role for the students' Research Morale, Teachers teaching styles and thinking styles are simultaneously significant predictor of students' research morale.