Introduction: Students' thinking styles are effective factors in self-directed learning. This study aimed at comparing functions of thinking style and self-directed learning among nursing and midwifery students in Mashhad University of Medical Sciences.

  Method : The statistical population in this correlation descriptive study included all undergraduate students (N=550) of Nursing and Midwifery in Mashhad University of Medical Sciences. A randomly stratified sample of 214 %27 males and %73 females) received thinking styles questionnaire and Fisher’s Self-Directed Learning Readiness Scale (SDLRS). Data were analyzed using descriptive (pearson's Correlation, multiple regression, Mean, and standard deviation) and inferential statistics (MANOVA, independed t- test).

  Findings: The results of Pearson's correlation coefficient showed that there was a significantly positive correlation between executive and judicial thinking styles and self-directed learning. The results of multiple regression showed that self-directed learning can be predicted by functions of thinking styles. Independent t-test revealed that there was no significant difference between girl and boy students as to their total self-directed learning scores. Based on MANOVA test results, there was no significant difference between girl and boy students as to the independent variable, self-directed learning (including the components named self-management, desire for learning and self-control).

  Conclusion: According to the findings, it seems that professors and educational professions can predict students' readiness for self-directed learning or help them to learn the style of thinking with aware of functions of thinking styles.