نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران
2 کارشناشی ارشد روانشناسی تربیتی، گروه روانشناسی، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: This research was conducted with the aim of predicting learned helplessness based on the hidden curriculum among students.
Method: The method of this research is descriptive, correlational and applied in terms of purpose. The research population included all male high school students in Qorveh, Kurdistan, in the academic year 1403-1404, totaling 1600 people, and a statistical sample of 200 people was determined using the multi-stage cluster sampling method based on the rule of Tapachnik and Fidel (2013). To measure learned helplessness and hidden curriculum, Seyed Ali Zakir's learned helplessness questionnaire (2019) and Tahmasbzadeh Shikhlar et al.'s hidden curriculum questionnaire (2019) were used. Multiple regression analysis was used to analyze the data (SPSS26).
Results: The results of Pearson's correlation coefficient showed that there is a negative and significant relationship between the dimensions of the hidden curriculum and learned helplessness. Additionally, the results of the regression analysis showed that the components of the hidden curriculum, including teaching methods (Beta = -0.16), the administrative and social structure of the school (Beta = -0.21), teacher-student interactions (Beta = -0.19), social and emotional environment (Beta = -0.21), rules and regulations (Beta = -0.16), and critical thinking (Beta = -0.16), are significantly capable of predicting learned helplessness, collectively explaining 40% of its variance (R² = 0.401, R = 0.633, P < 0.05).
Conclusion: The hidden curriculum is a set of values, norms, and implicit messages that are informally conveyed during school interactions. If these messages are organized within the framework of positive human relationships, supportive structures, and fair rules, they can enhance students' intrinsic motivation, self-efficacy, and sense of control, thereby preventing the emergence of learned helplessness.
کلیدواژهها [English]
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