فهرست مطالب رجبعلی محمد زاده ادملایی

Nowadays, the quality of marital relationships and cognitive fatigue is a concept widely used in family and marital studies.

The present study aimed to determine the effectiveness of schema-based cognitive therapy on cognitive fatigue and the quality of marital relationships of married women in the city of Amol.

The present research was quasi-experimental with a pretest-posttest design with a control group. The statistical population consisted of all women referring to Navid-e-Aramesh and Tolou-e-Mehr clinics in the city of Amol to receive counseling services concerning family problems in 2022, among them 30 people were selected by the convenience sampling method and were randomly assigned to two experimental and control groups (15 people each group). The Quality of Marital Relationships Questionnaire (1995), the Fatigue Questionnaire (1994), and Young et al.’s Schema-Based Cognitive Therapy Protocol (2003) were used for ten 60-minute sessions for data collection, and multivariate analysis of covariance (MANCOVA) and SPSS software version 22 were used for data analysis.

The analysis of covariance (ANCOVA) results demonstrated a significant difference between the scores of the control and experimental groups (P=0.001). In general, schema-based cognitive therapy led to increasing the total score of the quality of marital relationships and decreasing cognitive fatigue.

Using cognitive techniques, schema-based cognitive therapy culminates in improving the quality of marital relationships and decreasing cognitive fatigue of married women. Therefore, this program can be recommended as an appropriate intervention to improve marital relationships.

Specific learning disorder is one of the most important school-age disorders, and about 2-10% of children suffer from this disorder.

The research was conducted with the aim of determining the effectiveness of cognitive behavioral therapy on behavioral inhibition and self-efficacy in children with specific learning disorders.

The research method was a semi-experimental type of pre-test and post-test with a control group. The statistical population of the research includes all elementary school girls aged 10 to 12 years who referred to the center of learning disorders in Babol city in 2021 (207 people), of which 30 people were selected by the available method and randomly in two experimental groups and controls were replaced. To collect data, Hoffmann (1984) Go/no-go Test (behavioral inhibition) and Morris Self-efficacy Questionnaire (2001) were used. The cognitive behavioral therapy program was implemented in 10 sessions of 45 minutes based on Seiler's model (2008) only on the experimental group. The data was analyzed using multivariate analysis of covariance (MANCOVA) with SPSS software version 18.

The results showed that there is a significant difference between the pre-test and post-test scores of the experimental and control groups in behavioral inhibition and self-efficacy in children with specific learning disorders (P<0.01). In general, cognitive behavioral therapy is effective on behavioral inhibition and self-efficacy in children with specific learning disorders (P<0.01).

According to the results of this research, paying attention to the role of cognitive behavioral therapy in creating changes in the behavioral inhibition system and self-efficacy has important therapeutic implications. Therefore, paying attention to the role of cognitive behavioral therapy in making changes in the behavioral inhibition system and self-efficacy has important therapeutic implications.

The purpose of the present study was to validate the teacher as social context in teachers (Teacher's behavior in the classroom). This research was descriptive of the correlation. The statistical population included all the teachers of the first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020. The sample consisted of 240 teachers (123 males and 117 females) were selected by relative stratified random sampling and all of them completed the Teacher as Social Context questionnaire. Confirmatory factor analysis and Cronbach's alpha coefficient were used to examine the questions of the questionnaire. Findings showed that the questionnaire was saturated with three factors of involvement, structure and autonomy support. Cronbach's alpha coefficient was favorable for the agents and the whole questionnaire in terms of psychometrics in all participants and the range of correlations of the set of items was favorable. Also, the significance of fitness indices in confirmatory factor analysis confirmed the three-factor model extracte. Analysis of reliability, convergent and divergent validity of the questionnaire factors showed that the questions are sufficiently accurate in assessing the factors. As a result, the Persian version of the Teacher as Social Context questionnaire in the teacher community has acceptable psychometric properties and can be used as a valid tool to measure teacher behavior in the classroom.

This study was undertaken to examine the relationship between theory of mind and academic anxiety mediated by motivational learning strategies among a group of high school students. The present study had a descriptive, correlational design. The statistical population of the study included all female 9th graders studying in public high schools in Qaemshahr in 2019-2020 school year. The sample size was determined based on the number of observed variables and allocation of coefficient 20 for each observed variable (11 variables). Considering the probability of incomplete questionnaires, the sample size was determined to be 300 and the sample was drawn using two-stage cluster sampling method. The research instruments included Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Anxiety Test (Alpert & Haber, 1960), and Theory of Mind Test (Steerneman, 1999). Structural equation modeling was performed to analyze the data. The results revealed that theory of mind and motivational learning strategies exerted significant, direct effects on academic anxiety. In addition, motivational learning strategies played a mediating role in the indirect link between theory of mind and academic anxiety. In general, the research model was approved and the research variables could predict 62% of variance in academic anxiety. The present study underscores the importance of cognitive factors such as theory of mind and motivational learning strategies in explaining academic anxiety.

Lack of interest and motivation for the study has never been caused by one factor, and as a result, there are many unknowns and problems in educational failure. One of these issues is the feeling of academic boredom and its causing factors. Educational boredom is an excitement and one of the crucial factors in disrupting the optimal learning process of students. This educational excitement is defined by cognitive, emotional, physiological, and motivational components as well as external indicators or manifestations experienced during educational activities such as class attending, studying, or doing homework. On the other hand, active participation in school is a multidimensional structure that has both cognitive (self–directed learning and using cognitive strategy) and emotional (sense of belonging to school and valuing of school education) dimensions and has positive educational and personality consequences for students and is an essential and worthwhile challenge as an aspect of adolescent growth. Students' participation in the teaching and learning process is a crucial step towards increasing the quality and achieving the goals of education. Therefore, the purpose of the current study was to present a structural model of relationships between active participation in school and educational boredom with the mediating role of competency perception in high school boys.

According to its purpose, this research is fundamental, and in terms of data collection, it is a correlational analysis employing structural equation modeling. The statistical population consisted of all ninth–grade male students in public schools in Babol City, Iran. The sample size was estimated as 300, according to the number of variables, the allocation of a coefficient of 25 for each variable (10 variables observed in the model), and the possibility of some incomplete questionnaires. They were selected by a two–stage clustering method. In the first stage, 10 schools were selected from 14 public schools in Babol. In the second stage, 12 classes were randomly selected from all twenty 25–student classes. To collect data, the Questionnaire of Active Participation in the School (Wang et al., 2011), the Educational Boredom Scale (Pekran et al., 2005), and the Competency Perception Questionnaire (Harter, 1985) were used. For data analysis, regression analysis and structural equation modeling were performed in SPSS18 and Amos23 software. The significance level was set at p<0.05.

The results showed that the variables of active participation in school have a direct and significant effect on educational boredom (β=–0.274, p=0.027), perception of competence on academic boredom (β=–0.587, p=0.042), and also the indirect path of the impact of active participation in school was verified with the mediating of the competency perception on boredom (β=–0.582, p=0.001). The model had a good fit according to the indices of GFI=0.994, CFI=0.990, and RMSEA=0.044.

Based on the research findings, active participation in school affects academic burnout through the mediation of competence perception. Therefore, it is suggested that students are encouraged to participate in school activities through teamwork, solving problems creatively, doing things, and achieving a common goal with cooperation. These activities can promote cognitive behavioral activity as the essential components of competence perception and reduce academic failure, boredom, and even truancy.

The aim of this study was to investigate the mediating role of personality traits in the relationship between the intimacy of the source family and academic procrastination. To this end, 300 male and female students of Babylon Azad University completed the Family Origin Questionnaire (FOS), Solomon and Rothblum Academic Procrastination, and the Five Personality Traits Assessment (NEO-FFI). Data were analyzed using path analysis method through bootstrap test and structural equation modeling. According to the research findings, all personality traits of psychosis, extraversion, empiricism, agreement-seeking and conscientiousness could play a role as a mediating variable in relation to the family of origin and academic procrastination, but the characteristics of psychosis affect It was negative. In fact, it can be said that in a healthy family, the growth of intimacy and self-confidence will lead to the formation of personality traits such as activism, conscientiousness and empathy that affect academic achievement and reduce procrastination. While mentally disturbed people with a greater sense of insecurity and anxiety, usually with conflict and conflict, prevent the creation of an environment full of happiness and reduce the sensitivity of people to each other, also reduces the trust between them. They also hinder academic achievement and increase procrastination, instead of expressing emotions logically, with more aggressive and hostile behavior.

Language learning is the product of the complex interaction of internal factors of thinking and cognition, and external factors of emotions and social and cultural interactions. Second language learning anxiety as one of the types of educational anxiety can affect learners' performance. So, the aim of this study was the modeling of English language motivational selves based on language performance with mediating role of English language learning anxiety in high school students.

The present study was a correlational study based on structural equation modeling. The statistical population consisted of third year female high school students in Babol city in the academic year 2017-2018, in which 260 people were selected using cluster random sampling. Data collection tools included Horwitz et al. English language class anxiety questionnaire (1986), Taguchi et al. language motivational selves’ system questionnaire (2009), and the language lesson score of the language performance index. To analyze the data in descriptive statistics, mean and standard deviation were used and at the level of inferential statistics, structural equation modeling was used with 24 SPSS and 23 Amos software.

The findings showed that there is a significant relationship between language motivational selves system and English language anxiety with language performance. English anxiety mediates the relationship between language motivational selves’ system and language performance. Also, the research model was approved and in general, 30% of English language performance can be explained by the language motivational selves’ system and English language anxiety [p≥ 0/001].

The results of this study showed that the language motivational selves system can reduce language anxiety and ultimately lead to improved learning status in learners.

A systematic review of research suggests that different variables affect the explanation of adolescent academic anxiety, but the role of mind theory and compatibility have been neglected as an integrated model.

The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility.

The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data.

The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P<0.01). The indirect effect of mind theory on academic anxiety through compatibility mediation was also confirmed. In general, the research model was approved and the research variables were able to predict 67% of the academic anxiety variable.

Based on the results of this study, mind theory variable has an indirect effect on the academic anxiety of female adolescents due to compatibility, and therefore the knowledge of teachers, principals, parents, students and other experts in the field of education could be helpful in reducing the academic anxiety of female adolescents.

The aim of this study was to predicting teachers' autonomy support based on job stressors by mediating coping strategies. The research method was descriptive, and the research design was correlational and structural equations. The statistical population included first and second secondary school teachers in noor and chamestan public schools in the academic year 1398-99 numbering 636 teachers. Based on the Cochran's formula and stratified random sampling were selected 240 teachers. To collect data, the questionniar was used. Teacher as Social Context questionnaire of Wellborn et al (1992), Job stressors questionnaire of Otero-Lopez et al (2006) and the coping strategies of Carver (1997). Structural equation modeling was used to analyze the data. The results of the study showed that job stressors have a direct effect on coping strategies and autonomy support. Coping strategies have a direct effect on autonomy support. Job stressors indirectly affect autonomy support through coping strategies. The results of this study support the mediating role of coping strategies in the relationships between job stressors with the teachers' autonomy support.

Adolescence is a transitional period from childhood to adulthood, and one of the most destructive behaviors in adolescence is high –risk behaviors. One of the destructive behaviors in adolescence is high –risk behaviors. People can perform these behaviors at any time, but they can bring very harmful results for people, their families, and society. One of the fundamental problems that plague teenagers during adolescence is risky behavior caused by emotional problems. Many factors play a role in the appearance of high –risk behaviors. One of these factors is how emotions appear when stress occurs under challenging conditions. Among the treatments that can control adolescents' emotions with high –risk behaviors is social –cognitive problem –solving skills. Teaching social –problem solving skills is a cognitive and emotional –behavioral process through which people try to create an answer to the problems they face and according to the situation. We aimed to investigate the effectiveness of cognitive –social problem –solving skills training in controlling the emotions (affections) of adolescent girls with high –risk behaviors living in Babolsar City, Iran.

This study was quasi –experimental with a pretest –posttest design with a control group. The statistical population comprised all high school girl adolescents studying in Babolsar City in the 2018 –2019 academic year. Sampling was done in two stages: In this phase, 400 students were randomly selected by multistage cluster random sampling from all female students in the city; in the second stage, 85 students with the highest score on the Iranian Adolescents Risk–Taking Scale (Zadeh Mohammadi & Ahmad Abadi, 2008) were selected. Of whom 36 volunteered students participated in the study. Next, they were randomly assigned to the experimental group and the control group (18 people in each group). The inclusion criteria were having problems with high –risk behaviors based on the screening questionnaire, willingness to participate in the study, and not suffering from other disorders or drug use. The exclusion criteria were absence in more than one intervention session, simultaneous participation in other intervention programs, and unwillingness to continue the study. The two groups received a pretest, and the control group did not receive any treatment. The experimental group received cognitive –social problem –solving skills training for ten 1.5 –hour sessions. Data in the pretest and posttest were gathered via the Affective Control Scale (Williams et al., 1997). To analyze the collected data, descriptive statistics indicators (frequency, percentage, mean and standard deviation) were used. With the purpose of inferential analysis of research data, multivariate covariance analysis (MANCOVA) was performed. Data analysis was done in SPSS version 23. A significance level of 0.05 was considered for all tests.

The results showed that after adjusting for the pretest scores, there was a significant difference between the experimental and control groups in the components of anger (p<0.001), depressed mood (p<0.001), and anxiety (p<0.001). Also, the eta squared statistics showed that the educational intervention changed 45%, 50%, and 57% of anger, depressed mood, and anxiety scores, respectively.

According to the research findings, training in social –cognitive problem –solving skills is effective in controlling the emotions of adolescent girls with high –risk behaviors.

The aim of this study was to determine the effectiveness of participatory learning on academic motivation, procrastination, and academic vitality of high school students in Babol. The method of the present study is quasi-experimental with a pre-test-post-test and control group and the research population consisted of all first-grade male students of Pourasghar High School in Babol in the academic year 1399-00, From which 60 people (30 people in the experimental group and 30 people in the control group) were selected as a sample. Research tools for collecting data related to each of the variables, Hermans Progress Motivation Questionnaire (A.T.M) (1970), Academic Procrastination Scale (A.P.Q) (Savari, 2011), Academic Vitality Scale (A.V.Q) (Dehghani Zadeh and Chari, 2012), and in the direction Jigsaw method was used to hold participatory learning sessions. The results of analysis of covariance showed that the intervention of the "participatory learning" program in increasing academic motivation (p = 0.001, F = 54.05 (1.58)), reducing academic procrastination (p = 0.001, F=35.41 (1.38) and increase in academic vitality (p = 0.001, F = 41.88 (1.38)). Based on the results, it can be stated that schools by using the participatory learning process can provide the necessary ground to increase the motivation of students' academic achievement and academic vitality, as well as reduce their academic procrastination.

The aim of this study was to investigate the mediating role of personality traits in the relationship between the independence of the family of origin and academic procrastination.

For this purpose, 300 male and female students of Babol Azad University completed the Available Family Questionnaire (FOS), Solomon and Rothblum Academic Procrastination and NEO-FFI. Data were analyzed using path analysis method through bootstrap test and structural equation modeling.

According to the research findings, although the characteristics of psychosis and empiricism have a negative effect, but all personality traits of psychosis, extraversion, empiricism, agreement and conscientiousness were able to be related to the independence of the family of origin and procrastination. Educational to play a role as a mediating variable. In fact, the growth of independence in the family by accepting responsibility and respect for other members has led to the formation of personality traits such as flexibility, curiosity and courage that affect academic achievement and reduce procrastination. While mentally ill people with less responsibility and flexibility, they often suffer from academic procrastination.

Therefore, in some Iranian families with lower independence, empiricism according to Iranian culture, which is important to respect the views of adults, puts these people in conflict with family and society and leads to reduced success and increased procrastination. It becomes an educational job.

One of the most serious health threats, which in recent years due to rapid social change, the health organizations, law enforcement and social policy as one of the most important problems in society are taken into consideration, the prevalence of risky behaviors is among adolescents. Therefore, the aim of this study was to investigate the effectiveness of cognitive-social problem-solving skills training on coping strategies and feelings of failure in adolescents with high-risk behaviors.

The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study included all female adolescents in Babolsar high school in the academic year 2019. Sampling of this research was done in two stages. A: At this stage, 400 students were randomly selected from all students in a single-stage cluster and a questionnaire of high-risk behaviors of Iranian-born adolescents Mohammadi and Ahmadabadi (2008) was administered to them. B: The people who had the highest score in the Iranian Adolescentschr(chr('39')39chr('39')) High-Risk Behavior Questionnaire were identified as 85 people. And then the Blings & Moss Coping Strategies Questionnaire (1984); (The method of answering the questionnaire is that the respondents agree or disagree with these items on a 4-choice scale from never (=1) to forever (=4); Hosseini Ghadmagahi et al. Reported the validity of this questionnaire by internal consistency method from 0.41 to 0.66) and Gilbert and Allen Feeling of Failure Questionnaire (1998), (Respondents agree or disagree with these statements on a 5-point scale from strongly agree (=5) to strongly disagree (=1); Tarsafi, Kalantar Koucheh and Leicester Cronbachchr(chr('39')39chr('39'))s alpha coefficients were reported to have a failure feeling questionnaire of 0.93 for women and 0.93 for men and convergence validity was reported with Beck Depression Inventory (0.71); Among them, 36 people were selected as the final sample and randomly assigned to the experimental and control groups (each group consisting of 18 people). The experimental group was exposed to cognitive problem-solving skills training for ten one-and-a-half hour sessions and the control group did not receive any treatment.

The results showed that social skills training, cognitive problem solving strategies to reduce the physical and emotion-focused, and increase cognitive strategies, perceived social support and problem solving and reduces internal and external failure was high-risk adolescents (P<0.001).

Teaching cognitive-social problem-solving skills to adolescents with high-risk behaviors increases positive and negative coping strategies, which in turn can improve long-term relationships with peers that ultimately reduce their sense of failure. The result is an increase in their sense of compatibility.

Background & Integrating students with special needs in public education schools is one of the important educational systems. The purpose of the present study was to compare the academic achievement and behavioral performance of students with hearing impairment in inclusive and separated schools of Mazandaran Province.
The present study is a causal-comparative study. The statistical population of the study consisted of all students with hearing impairment in separated and inclusive schools in Mazandaran who were studying in the academic year of 1963-94. The sample consisted of 78 students with hearing impairment (35 students from inclusive schools and 33 students from separated schools) who were selected using convenience sampling. To collect the data, the child behavior check list (Achenbach, 2001), Raven's progressive matrix test (Karami, 2010), and the student's educational records were used and data were analyzed using independent t-test, Mann-Whitney and Kalmogrof-Smirnov tests.
Findings showed that the academic achievement of students in special needs were higher than the achievement of students with hearing impairment in inclusive schools (P According to the findings of this study, it can be concluded that the integration of students with hearing impairment in public education schools has not resulted in their educational progress and the educational integration plan needs to be reviewed in terms of the necessary bases.

Traffic injuries and accidents are the ninth fatality cause in the world. Motorcycle riders account for about 14% of all traffic fatalities in the world. One of the main factors that threaten the Motorcycle riders’ safety while, driving is not using safety equipment. The present study aimed to investigate effectiveness of training in safety riding program on Motorcycle rider use of safety equipment.

The research design was quasi-experimental with pretest-posttest and control group and the follow-up period. The study sample included all motorcycle riders city of Babol. Using simple random, sample of 60 randomly selected the number 30 assigned in the experimental group and 30 in the control group. Participants completed on Motorcycle Rider Behavior Questionnaire. Safety riding training program was taught for eight weeks, 16 sessions and 32 hours for the experimental group and the control group received no training. To analyze the data Multivariate analysis of covariance was used. SPSS version 21 was used for statistical analysis.

The results showed that there were significant differences the use of safety equipment scores motorcycle rider at pre-test with post-test (F= 32/824, P=0/001) and follow- up (F= 12/692, P= 0/001 experimental group,This difference was not observed in the control group scores.

safety riding training program to improve the use of safety equipment on the Motorcycle rider. Safety riding training program plays an important role in the use of safety equipment among motorcyclists.

IntroductionThroughout human life learning has been are of the important excepts. Since there are a wide number of factors effective in learning, their identification is important in solving problems and shortcomings in an educational system. In addition to such predetermined factors as personality, intelligence quotient, family status, and age, acquired factors are effective in learning. Student's learning styles are among the acquired factors (Snelgroves, et al, 2003). Based on their individual differences, different students use different learning styles for their learning. One of the most effective approaches in studying the student's learning is Kolb's theory of learning styles. According to this theory, learning is a process consisting of four stages of concrete experience, reflective observation, abstract conceptualization, and active experimentation. A learner with the learning style of concrete experience learns from specific experiences, communicates with others, and is sensitive to him / herself and others. A learner with abstract conceptualization who emphasizes on logical analysis of thoughts, has a systematic plan for his/her affairs and acts based on his/her intellectual understanding of situations. The active experimentation learning style includes the ability of accomplishing the affairs and the act of risking and of impressing others through action; finally, those with the learning style of reflective observation act based on exact observation before any judgment, and consider different aspects of an affair to find its meanings. Psychologists believe that in the case of any disharmony between one's learning style and his/her educational field or profession, he/she either drops out of his or her major or feels dissatisfied with his/her educational major (Salehi, et al, 1379). Based on what has been mentioned, the purpose of this research was to study the learning styles as predictors to educational performance. Research hypothesesConsidering the aim of the study, the following hypotheses were considered: 1. There is a link between learning styles and educational performance.2. There are multiple links between learning styles and educational performance.MethodologyThe type of methodology used in this descriptive study is correlation. The population was grade one high school students in Eastern Bandpei, Babol. Based on Morgan's table and through multiple-steps sampling, 210 students were selected as the sample. For identifying student's learning styles, the predictor variable, Kolb's learning styles questionnaire was used. Also, the student's grade point averages were used to determine their educational performance, the criterion variable. For data analysis, the statistical methods of Pearson's correlation coefficient and multiple regression were used.ResultsThe results showed that there was a significant positive link between learning styles of abstract conceptualization and active experimentation and educational performance; and there was a significant negative link between concrete experience and educational performance. Moreover, the results showed that there was no significant link between reflective observation and educational performance. The results obtained from multiple regression analysis showed that the multiple-correlation coefficient between learning styles and educational performance (MR) was 0/24. It indicates that learning styles identify 24% of the variance of the educational performance. Also, the results obtained from multiple regression with step-by-step method showed that the learning styles of abstract conceptualization and active experimentation were predictors of the educational performance.Discussion and conclusionThe link between learning styles and educational performance causes the learners to learn the materials better and have better educational performance in different educational periods. Based on their individual differences, different students use different learning styles; for example, those students who learn through the learning style of reflective observation comprehend the thoughts and situations from different viewpoints; and in learning situations they always rely on their own tolerance, concreteness and exact judgment; and for the purpose of belief construction they refer to thoughts and theories. In contrast, those who learn with the concrete experience style have a personal encounter with the situations, and a personal and intuitive viewpoint toward the issues; or learners with the learning style of abstract conceptualization have the highest scores in their educational progress. Psychologists believe that if there is disharmony between one's learning style and his/her educational major or profession, s/he either drops out of his or her major or feels dissatisfied with his/her educational field (Salehi, et al, 1379). Specifically, this viewpoint may be true more for adult learners. Due to their ages and high experiences, adult learners in comparison to any other groups have more varieties and various viewpoints in learning (Tennant, 2004). When there is a correspondence between learner's learning and their preferred learning styles, the degree of their learning is much more than when their learning styles are ignored.

This paper mainly attempts to investigate the relationship between learning styles, personality characteristics and the academic performance of high school students in the Eastern Bandpay of Babol township. This research is a survey research. Using a multiple stage sampling, 200 students were chosen. Applying Kolb Learning Style Inventory and NEO Five Factor Inventory, the main variables of this survey were assessed. Academic performance was defined by the students’ (grade) average. Using some statistical techniques such as, multiple regression and correlational coefficient, data was analyzed. The findings of this research showed a significant relationship between learning styles and academic performance. The findings also indicate that each type of learning styles has a significant relationship with personal characteristics. Furthermore, the results of multiple regression regarding learning styles and personality traits with academic performance revealed that the best predicator variables for students academic performances among four styles of learning and personality traits were conscientiousness and abstract conceptualization and active experimentation respectively.

The purpose of the present research was to compare four groups of Shahid Chamran University’s male students with different learning styles in terms of personality traits, achievement motivation and academic performance. To this end, 300 students were selected by multi-stage random sampling method, and the research questionnaires were completed by them. The results indicate that four groups of students with different learning styles were different, regarding to personality traits, achievement motivation and academic performance. Other findings showed that there were significant differences between four groups of students with different learning styles in terms of extraversion, openness to experience, agreeableness and conscientiousness, but in terms of neuroticism there was no difference between the different groups of students. In addition, students with accommodative learning style were more extraverted and open to experience than students with convergent learning style. Also, students with divergent learning style were higher in openness to experience, than students with convergent learning style, but also lower in assimilative learning style. Students with assimilative learning style were higher in agreeableness and conscientiousness than the convergent and divergent groups. More findings revealed that students with convergent learning style were higher in achievement motivation and academic performance than accommodative and divergent groups.