This study examines the relationship between cognitive style and self-efficacy with mental health in students. The main purpose of this study is to analyze data and examine the correlation between these variables. In this regard, a sample of 325 students from schools in Germi County was selected in the academic year 1403-1404 and data were collected using standard cognitive style, self-efficacy and mental health questionnaires. The results of data analysis showed that there is a positive and significant relationship between cognitive style and self-efficacy, so that students who use more effective cognitive styles also show higher self-efficacy. Also, the findings indicate that self-efficacy has a positive and significant relationship with students' mental health. In other words, students who feel more self-efficacy have better mental health. Data analysis was performed using statistical methods including Pearson correlation analysis and multiple regression. The results showed that cognitive style directly affects self-efficacy, and self-efficacy directly affects mental health. Also, regression analysis showed that self-efficacy can act as a mediating variable in the relationship between cognitive style and mental health. Overall, the results of this study indicate the importance of paying attention to cognitive styles and self-efficacy in improving students' mental health and can be used as a basis for educational and counseling programs in schools.