This study was carried out to explore the mediating role of social growth in the relationship between learning styles and academic adjustment. The statistical population included senior high school students in Eqlid County among whom 300 students were selected as the statistical sample via multi-stage cluster sampling. The required data were collected using Kolb's learning styles inventory (1985), Whiteman's social growth questionnaire and academic adjustment questionnaire (Sinha & Singh, 1992). The tools had suitable reliability and validity. The proposed model was analyzed statistically through simultaneous regression and Baron and Kenny's suggested phases (1986). The results disclosed that active experimentation and objective experience are the strong and positive predictors of academic adjustment. Also the obtained path coefficients revealed that dimensions of responsibility and independence related to social growth variable play a mediating role among active experimentation, objective experience and academic adjustment.
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