This research was conducted as the study of the relationship between thinking styles and learning approaches with the educational achievement of e-learning at Payame Noor University of Najaf Abad. The purpose of this study was to investigate the relationship between legislative, executive and judicial thinking styles with deep and superficial approaches to academic achievement in e-learning. The research method is descriptive correlational. The statistical population includes all students studying at Payame Noor University of Najaf Abad in the first semester of 2011/1396, which is estimated to be about 3000 people. The subjects were selected by multi-stage cluster sampling method and the sample size was 341 adult according to Morgan's table, and then 262 questionnaires were answered. Data were collected using two questionnaires: Self-Stress-Wagner Style 1991) and the learning approach questionnaire or the study process has been used.
Findings indicate that there is a positive correlation of 0.75 between legislator thinking and academic achievement of e-learning. There was also a positive correlation of 0.73 between judicial thinking and academic achievement and a significant negative correlation with correlation coefficient between these two variables (-0.96). There was a significant relationship between the students' executive thinking style and academic achievement in electronic learning. Relationship between deep approach and academic achievement Electronic learning, results of correlation coefficient showed that there is a positive and significant relationship between these two variables, correlation coefficient of 0.44. The relationship between surface approach and academic achievement also shows a correlation coefficient of -0.79 and a negative and significant relationship. Regarding the results of this study, the present study concluded that there is a significant relationship between the deep and superficial approach and the educational achievement of electronic learning.