A Modeling for Relationships between Thinking Styles and Educational Adjustment with Educational Achievement

The persent research purpose to explaine reletionships between thinking styles (type 𝔩) and academic adjustment in educational achievement. Statistical sample consisted of 581 students from Islamic Azad University-Khoy branch who were selected by cluster and stratified random sampling. The short form of Strenberg, Wagner and Zhang Thinking Styles Inventory and the Baker & Syriac Student Adaptation to Collage Questioannaire.were applied for data collection. When reliability and validity coefficients of these instruments were approved, data were analyzed by using structural equation modeling. Also, causal relationship among type (𝔩) thinking styles, academic adjustment and educational achivement through designing of model was tested based on theorical and empirical foundation. Test of final model showed that all of fitness indexes are in acceptable range, and the propused model fits sample deta completely. Approximately 17 percent of the educational achievement variance and 21 percent of the academic adjustment variances were explained by the existing variables in the model.