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Predicting Academic Competitiveness of Elementary School Students Based on Hidden Curriculum and Problem-Solving Performance | ||
| A Review of Theorizing of Behavioral Sciences | ||
| دوره 2، شماره 2، تیر 2025، صفحه 79-92 اصل مقاله (726.65 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22098/j9032.2026.19602.1059 | ||
| نویسندگان | ||
| Zahra Rostami Barandagh* ؛ Tooran Soleimani | ||
| Department of Educational Sciences, Islamic Azad University, Ardabil Branch, Ardabil, Iran. | ||
| چکیده | ||
| Academic competitiveness is considered one of the factors influencing students’ motivation, academic achievement, and engagement. Despite research attention to individual and environmental factors affecting academic performance, comprehensive information is lacking regarding the simultaneous role of the hidden curriculum and problem-solving performance in predicting academic competitiveness among elementary school students. Therefore, the present study aimed to predict elementary school students’ academic competitiveness based on the hidden curriculum and problem-solving performance. This applied quantitative study employed a descriptive correlational design. The statistical population consisted of all second-cycle elementary school students in Ardabil in the 2024–2025 academic year, totaling 33,281 students. Based on Cochran’s formula, 380 students were selected using convenience sampling. Data were collected using Franken and Brown (1995) Academic Competitiveness Questionnaire, Taghipoor and Ghaffari (2009) Hidden Curriculum Questionnaire, and Heppner and Petersen (1982) Problem-Solving Inventory (PSI). The data were analyzed using correlation and multiple regression analyses. The results showed that the hidden curriculum and problem-solving performance significantly predicted academic competitiveness (p < 0.05). Furthermore, the dimensions of the hidden curriculum, including the school’s physical structure, social climate, school relationships, information and communication technology, and reward and punishment mechanisms, made significant contributions to predicting academic competitiveness. In addition, the dimensions of problem-solving performance, including problem-solving confidence, approach–avoidance style, and personal control, also made significant contributions to the prediction of academic competitiveness. Based on the findings, the hidden curriculum and problem-solving performance are key factors in shaping academic competitiveness. Educational administrators and planners’ attention to improving the school environment and strengthening students’ problem-solving skills can contribute to enhancing motivation and fostering healthy academic competition among students. | ||
| کلیدواژهها | ||
| Academic Competitiveness؛ Hidden Curriculum؛ Problem-Solving Performance؛ Elementary School Students | ||
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آمار تعداد مشاهده مقاله: 44 تعداد دریافت فایل اصل مقاله: 13 |
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