عنوان مقاله [English]
The aim of the present study was to investigate the relationship between of perception of social interactions and learning cognitive styles to critical thinking in female high school students in Ahvaz. The study was from descriptive and correlational type. A sample including 250 female high school students were selected. Subjects were tested by the Gela’s Patterns of Social Interaction Inventory (1994), the Kolb Cognitive Learning Style Inventory (1985) and the RickettsCritical Thinking Inventory (2003). To analyze data of the Pearson correlation and multiple linear regression were used as statistical methods. The results of Pearson correlation showed that there were significant and positive correlations between of perception of social interactions including positive thoughts to critical thinking (0/35) and there was a significant and negative correlation between learning cognitive styles of reflective observation with critical thinking (0/16). But, perception of social interactions in the field of negative thoughts (-0/08), and learning cognitive styles of concrete experience (0/05), abstract conceptualization (0/07), and active experimentation (0/06) had not significant correlation with critical thinking. Regression analysis showed that negative thoughts (reversely), positive thoughts, had multiple relationships to critical thinking and explained 16% of the variance of critical thinking. Also, results showed that positive thoughts and negative thoughts (reversely) were the strongest predictors of critical thinking respectively (P<0.05). So, finding indicate that increasing the perception of social interactions in the field of positive and negative thoughts in promoting critical thinking.