The Role of Hidden Curriculum in Thinking Style and Communication Styles of Secondary School Students in Mehran

Subject Areas : Research in Curriculum Planning

Saber shafiee ¹ , Mohsen Ayati ² , mohammad *, Mohammad Akbaribooreng ³ , Hadi Pourshafei ⁴ , Hossein Shokouhi Fard ⁵

1 - PhD Student in Curriculum Studies, Birjand of University, Birjand, Iran.
2 - Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran
3 - Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran
4 - Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran
5 - Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran

Received: 2022-03-01 Accepted : 2022-07-23 Published : 2022-08-23

Keywords: Communication styles, Thinking, hidden curriculum, Mehran city styles, high school students,

Abstract :

The purpose of this study is to investigate the role of hidden curriculum in thinking style and communication styles of high school students in Mehran. Research Method In this descriptive correlational study, the statistical population included all male high school male students in Mehran, which according to Morgan's table, 164 people were selected and studied by stratified random sampling. Sternberg and Wagner (2007) Styles of Thought Questionnaires, Norton Communication Styles (1987) and Hashemi Hidden Curriculum (2012) were used to collect data. Descriptive statistics and confirmatory factor analysis, Pearson correlation and Linear regression was used. The results of factor analysis showed that Hashemi (2012) Hidden Curriculum Questionnaire has three components and in the present study also has appropriate validity. The results also showed that the role of hidden curriculum on students' thinking and communication styles was significant. The results showed that there is a positive and significant relationship between the components of people interaction, school organizational structure, physical structure with communication styles and between thinking styles and components of people interaction, school organizational structure, physical structure.

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