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 (PhD Student in Curriculum Studies, Birjand of University, Birjand, Iran.)
Mohsen Ayati ² (Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran)
mohammad *, Mohammad Akbaribooreng ³ (Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran)
Hadi Pourshafei ⁴ (Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran)
Hossein Shokouhi Fard 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.

References:

Akbarzadeh, M.  (2014). Investigating personal and academic factors related to thinking styles and its relationship with academic achievement of students of Shahid Bahonar University of Kerman, Master Thesis in Curriculum Planning, Faculty of Literature and Humanities, Bahonar University of Kerman.

Ardabili, Y, (2016). Principles and techniques of guidance and counseling in education, ninth edition, Tehran: Besat.

Alikhani, Mohammad ,H. et al (2005); "Study of Unintended Consequences (Hidden Curriculum of Social Environment of Isfahan High Schools and Presenting Solutions to Reduce Its Negative Consequences", Daneshvar Behavior Bimonthly; Year 12, Vol. Pp. 39 to 48.

Bernado. A.B. Zhang. L.R. & Callueng. C. M. (2012).Thinking styles and academic achievement among Filipino students. The Journal of Genetic Psychology, 163, 149-163.

Burns ,J.M(2003).Transformational Leadership .New yourk: Atlantic Monthly press.

Burton, L. J., & Nelson, L. J. (2016). The relationship between personality, approaches to learning and academic success in first year. Higher Education Research and Development Society. 141.

Emamipour, S.  Seif, A.A   (2014). A study of thinking styles in students and their relationship with creativity and academic achievement, Journal of Educational Innovation, No. 13. Fifth year.

 

Ebrahimi Ghavam, S. (2009); Application of theories Learning in curriculum planning; Tehran: Azad University Islamic Branch of South Tehran

Fathi Vajargah, K,.and et al. (2016); Education Citizenship in schools; Tehran: Ayiz Publications.

Furnham,A.(1990).The protestant work ethic: the psychology of work related beliefs and behaviours,london:Routledge.

Gardner WL. Cogliser CC. Davis KM. Dickens MP .(2018( Authentic leadership: A review of the literature and research agenda. The Leadership Quarterly22(6): 1120 -1145.

Gholipur T, Haghighi M, Barari M, Karimi K(2012)،[Effect of vendor professional Ethics on forming lasting relationship between client and organizations]. Perspective of business  administration 2012, 9: 117-132.

Leadership & organization developinent joumal ،vol.29 no.8 pp:678-692

Khosravi, A A. (2019). Relationship between thinking styles with perceptual style, conceptual style and students' learning style. Cognitive Research.2 (5).

Mahram, B. et al. (2006); «The role of components "Hidden Curriculum in Students' Scientific Identity (Case Study: Ferdowsi University of Mashhad)", Quarterly Journal of Curriculum Studies; First Year, Vol. 3, pp. 3-29.

Nabavi, Abdolhossein& Hosseinzade, Ali Hossein& Allameh, Sajadeh.“The study of Alienation at work as a process a discrepancy ,(2010).Approach: The case of employees of governmental organization in Ahwas”, jiss, Vol. 4: No. 1(series no 9).

Osin, Evgeny (2009), “Subjective Experience of Alienation: Measurement and Correlatesmore”, Existenzanalyse , No 29: 4-11

Renzulli, J. S, ( 2018). What is this thing called giftedness, and how do we develop it? A twenty- five year perspective, Journal for the Education of the Gifted, Vol. 23, No. 1 , pp. 3- 54

Salehian, M.(2020). Teacher and effective communication with students, Journal of Teacher Development 45-43.

Saeedi Rezvani, M. (2001). Paying attention to the hidden curriculum is an obvious necessity in achieving the valuable goals of religious education. Islamic Education Quarterly, No. 1, pp. 75-68.

Sternberg, R, J (2005). Thinking styles. New York: Cambridge University Press.

Sternberg, R, J, (1997). Thinking styles. New York: Cambridge University Press.

Sternberg, R, J.Wagner , R. (2007) measuring and evaluating the validity of the questionnaire of thinking styles.

Stone, A, Russel, Rand patterson, K (2004). Transformational versus serrant leadership: A difference in leader focus. The leadership and organizational development journal ,25, 399-61.

Shokri, O. others (2015). Relationship between thinking styles and learning approaches with students' academic achievement. Cognitive Science News, No. 8.

Naseri, M.  (2011). A Survey of Medical Students' Associative Styles, University of Medical Sciences, Journal of Developmental Steps in Medical Education, 5.

Norton, T. (1987) measuring and evaluating communication styles scale.

Torabi, F; Seif, D.  (2014). The role of thinking styles in predicting the dimensions of creativity in gifted and distinguished students. Journal of Behavioral Sciences, Volume 6, Number 4, 376-369.

Vitell,s.J. & singhapakdi, A.(2008), The Role of Ethics institutionalization in influencing organizational commitment,Job satis faction, and Esprit de corps.Journal of Business Ethics 2008: 81: 343_353.

Zhang, L. F (2014). Thinking styles: Their relationships with modes of thinking and academic performance. Educational psychology, 22, 331-438.

Warner, S. A., & Myers, K. L. (2010). The creative classroom: The role of space and place toward facilitating creativity. Technology Teacher, 69, 28-34.