Abstract
This study aimed to determine the relationship between hidden curriculum and academic optimism in upper secondary school students. The research method was descriptive-correlational. The statistical population of this research consists of upper secondary school students of Pakdasht city in the academic year 2020-2021 with 3500 people. The sample size was determined based on Krejcie and Morgan table of 346 people. Also, for sampling, after estimating the sample size, the available random sampling method was use. In order to collect data, two standardized questionnaires were used for assessing the hidden curriculum (Fathi Vajargah) and the questionnaire for assessing academic optimism (Schennemoran). Descriptive statistics methods including: mean, percentage and frequency and inferential statistics such as: Pearson correlation test, one-sample t-test and multiple regression were used. SPSS22 was also used to analyze the collected data. The findings of Pearson correlation coefficient indicated that there is a significant relationship between the hidden curriculum and the academic optimism of the studied students at the alpha level of 0.01. Findings of one-sample t-test indicated that the students surveyed were at a relatively good level in terms of the components of academic optimism as well as the hidden curriculum. The results of correlation test showed that there is a significant relationship between the two components of the hidden curriculum (school social atmosphere and teacher-student interactions) with students 'academic optimism, but the findings showed that there isn’t any relationship between school organizational structure and students' academic optimism. The correlation coefficient also showed that there is a significant and direct relationship between the hidden curriculum and all components of students' academic optimism. Also, the findings of regression test indicated that the latent hidden curriculum variable explains 0.28 variance of academic optimism of the students and only the organizational structure of the school did not play a significant role in predicting students' academic optimism. Also, the findings of the regression test indicated that among components of hidden curriculum, the component of teacher-student interactions had the largest share in explaining and predicting changes in students' academic optimism.
Highlights
Today, educational systems seek to educate people to institutionalize their goals and ideals in them, and a large part of these goals are achieved through educational systems
The results indicated that the academic optimism of the students was relatively good and was significant the status of this variable
Findings showed that the status of perceived hidden curriculum components based on t-score for strategies were significant at 5.55 and 2.92, respectively, at the alpha level (p
Summary
Educational systems seek to educate people to institutionalize their goals and ideals in them, and a large part of these goals are achieved through educational systems. One of the most important and successful topics and concepts is the Hidden Curriculum that has a tremendous and undeniable effect on the teaching-learning process. The term hidden curriculum was first introduced by Phillip Jacksum in textbooks and classrooms (Fassih, 2016). This curriculum is considered as a capacity that has multiple functions and seeks to accommodate all hidden educational events as well as the form of implementation of educational expectations and goals. One of the most important components in the academic progress of students in school is the hidden curriculum. Especially hidden curriculum are introduced with a variety of scientific, social, historical, economic and political knowledge; and with different skills and attitudes such as respect, honesty, open-mindedness, empathy, patriotism, commitment and responsibility, attention to public interest, equality, observance of law and regulations (Amini & Saeedkia, 2018)
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