Review of correlation relationships and explanatory contribution of components of hidden curriculum with dimensions of research comprehensive approach of educational sciences students of Tehran public universities

Subject Areas : Research in Curriculum Planning

mahdi sobhaninejad ¹ , Atieh Sadat hosseini yazdi ²

1 - 1دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران
2 - 2کارشناس ارشد برنامه ریزی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2014-06-22

Keywords: Educational sciences students, Tehran public universities, hidden curriculum, Comprehensive research attitude,

Abstract :

The present study was conducted with the aim of reviewing correlation relationships and explanatory contribution of components of hidden curriculum with the dimensions of research comprehensive approach of educational sciences students of Tehran public universities in the academic year of 2011-2012. Accordingly, 234 male and female undergraduate students studying in educational sciences were selected from six public universities in Tehran (Allame Tabatabaie, Shahid Beheshti, Khaarazmi Tarbiat Moallem, Shahed and Al-Zahra). Research method was descriptive correlation. Scale of assessing hidden academic curriculum and a researcher-made questionnaire of dimension of student comprehensive research attitude were used to collect data. According to the calculated correlation coefficients, there was a direct and significant relationship between positive aspects of the total hidden curriculum and cognitive, emotional and functional dimensions as well as the total of comprehensive research attitude. Meanwhile, there was an inverse significant relationship between negative dimensions of the total hidden curriculum and cognitive, emotional and functional dimensions and also the total comprehensive research attitude. Study of the obtained results from data analyses was associated with determining relative contribution of each hidden curriculum in predicting comprehensive research attitude among educational sciences students". It indicated a total of 28.4% variances of comprehensive research attitude among educational sciences students in its particular way consisting of significant negative relationship (inverse) and positive relationship (consistent).