The current research was conducted with the aim of the effect of attachment style on emotion regulation with the mediating role of identity style. The research method was descriptive and structural equation analysis. The statistical population of the research was all second year high school students of Kashan city in the academic year of 1400-1401, of which 500 people were selected by random cluster method. Data were collected based on three questionnaires: Gross & Jan (2003) Emotional Regulation Inventory, Identity Style Scale (6G-ISI) and Collins and Reid (1990) Attachment Style Questionnaire. The data are obtained by structural equation modeling and using Laserl 8.8 and 26 spss software. analyzed. Based on the results, secure attachment style at a significance level of 0.01, avoidant attachment style at a significance level of 0.05, and ambivalent attachment style at a significance level of 0.01 directly predicted emotion regulation. Among the three attachments, secure attachment style predicted emotion regulation at a significant level of 0.01, with the mediation of identity styles. Informational identity style at a significance level of 0.01, confused identity style at a significance level of 0.05 directly predicted emotion regulation. Among the three attachments, only the secure attachment style at a significance level of 0.01 had a significant role in predicting the normative identity style. According to the results of this study, emotion regulation is one of the most important constructs of educational psychology and an important factor in determining mental health and successful performance. It is in education that the factors affecting emotion regulation and its antecedents should be identified. Planning for training and holding educational workshops in this field in schools is suggested for students.

Background and Objectives: The validity of an educational system is dependent on students' style="font-style:inherit;color:rgb(255,0,120);">learning. style="font-style:inherit;color:rgb(255,0,120);">Learning is a complex variable which is affected by multiple factors. One of the most important factors is style="font-style:inherit;color:rgb(255,0,120);">learning styles. Knowledge of style="font-style:inherit;color:rgb(255,0,120);">learning styles of students to educational programs is very important. Therefore, this study aimed to determine students' style="font-style:inherit;color:rgb(255,0,120);">learning styles among students of Para medicine and Health faculties in Golestan University of medical sciences.Methods: In this cross-sectional study, 401 students of the faculty of Para medicine and Health in Golestan University of Medical Sciences since 1391 till 1392 were selected and filled out the Standard Kolb style="font-style:inherit;color:rgb(255,0,120);">Learning Style Inventory (LSI) which was previously tested for reliability (8.0). Data was analyzed with SPSS version 18.0 using Chi-square and Fisher's exact test.Results: The mean age of students was 20.57 and 71.8 percent of them were female students. style="font-style:inherit;color:rgb(255,0,120);">Learning styles of students included a convergent (63.4 %), absorber (25.4 %), accommodating (7.5%) and divergent (3.7 %). style="font-style:inherit;color:rgb(255,0,120);">Learning style of study had no statistically significant difference in comparison to sex, school, age, GPA, credits, semester and education levels (P>0.05).Conclusion: Converging and absorbing style="font-style:inherit;color:rgb(255,0,120);">learning styles were more dominant among students. Therefore, it is recommended to use training methods which fit this style such as showing hand-writings and presentations with self-study materials, simulations, laboratory assignments and problem-based style="font-style:inherit;color:rgb(255,0,120);">learning.

Introduction: Issues related to the effectiveness of cognitive therapy interventions are important as a factor influencing students' performance. These issues need to think of appropriate and expedient measures to support and expand. The present research aimed to investigate the effect of three methods of cognitive reading, style="font-style:inherit;color:rgb(255,0,120);">visual and auditory therapy on students' performance according to gender and style="font-style:inherit;color:rgb(255,0,120);">learning style. Method: This was pre-experimental research with a posttest design. The research tools are the standardized questionnaires of Club style="font-style:inherit;color:rgb(255,0,120);">learning styles and homework performance. The statistical population included undergraduate students of the research methodology course at Roudehen Azad University. 80 people were selected as a sample group using non-random and voluntary methods and were studied. Results: The obtained results showed that the main effect of gender factor is not significant on performance in homework. However, the main effect of style="font-style:inherit;color:rgb(255,0,120);">learning style is significant on performance in homework. Moreover, the main effect of therapy method is significant on performance in homework. Based on the results of this research, the interactive effect of therapy method, gender and style="font-style:inherit;color:rgb(255,0,120);">learning style is also significant on performance. Discussion and conclusion: According to the findings of this research, it can be included that cognitive therapy has a significant effect on style="font-style:inherit;color:rgb(255,0,120);">learning style. In addition, therapists can use this method for students' academic achievement.

Introductoin: Self-regulated style="font-style:inherit;color:rgb(255,0,120);">learning is a belief that indicates when and how a person learn. The purpose of present research was to investigate the relationship between self-regulated style="font-style:inherit;color:rgb(255,0,120);">learning and parenting style as well as style="font-style:inherit;color:rgb(255,0,120);">learning style in students and determine the role of parenting style and style="font-style:inherit;color:rgb(255,0,120);">learning style in predicting self-regulated style="font-style:inherit;color:rgb(255,0,120);">learning.Method: In this research, 313 female students were selected as sample using multi-stage cluster sampling. The subjects replied to all the items of Kolb's style="font-style:inherit;color:rgb(255,0,120);">Learning Styles Inventory (KLSI), Parental Authority Questionnaire (PAQ), and Self-Regulated style="font-style:inherit;color:rgb(255,0,120);">Learning Interview Schedule (SRLIS) (Zimmerman & Martinez-Pons, 1986). Data are analyzed by using Pearson correlation method and Stepwise Regression Model.Results: The results showed that authoritative parenting style predicts with self-regulated style="font-style:inherit;color:rgb(255,0,120);">learning variance 0.05 and abstract conceptualization style="font-style:inherit;color:rgb(255,0,120);">learning style predicts self-regulated style="font-style:inherit;color:rgb(255,0,120);">learning variance 0.08. Accordingly, among the studied variables, authoritative parenting owns the greatest share in style="font-style:inherit;color:rgb(255,0,120);">visualizing self-regulation style="font-style:inherit;color:rgb(255,0,120);">learning.Discussion and Conclusion: The present research emphasizes style="font-style:inherit;color:rgb(255,0,120);">learning style and parenting style in self-regulated style="font-style:inherit;color:rgb(255,0,120);">learning process.