The relationship between learning style and critical thinking with test anexity in public school student area four Education Ministry in Tehran

This study was conducted with aims of representing the relationship between learning style and critical thinking with test anxiety in poublic school students in region four of Tehran in the years of 2016-2017. This research was applied based on aim and also was descriptive-correlation based on data collecting method. The population of research included 1287 students inpublic schools in region four of Tehran that among them, 295 students were considered as sample by using Morgan table and classification random sampling method. Data collection was carried out through learning style standard questionnaire by the University of Lincoln and New Zealand (1998), Watson-Glaser Critical Thinking (1994) and Sarason test Anxiety (1984). Data analysis has been done in two chapter descriptive and inferential, with the use of SPSS-21 software. The results of Multiple Regression showed that there was a significant relationship between learning style (auditory, kinetic and visual) with test anxiety. In other words,all of the learning styles were significantpredictor ofstudentstest anxiety. The findings also showed that there was significant relationship between critical thinking with test anxiety. In other words, among 5 skills related to critical thinking, 4 skills of analysis, evaluation, inference and inductive reasoning were significantpredictor ofstudentstest anxiety but deductive reasoning had not any role in predicting of test anxiety. Finally the results ofPearson correlationforsub-hypotheses research showed that there was negative significant relationship between auditory learning style, kinetic learning style, visual learning style, analysis skill, evaluation skill, inference skill and inductive reasoning skill, but there was not relationship between and deductive reasoning skill with test anxiety