Volume 2, Number 4 (9-2014)                   TLR 2014, 2(4): 87-112 | Back to browse issues page



PMCID: 0

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ahmadian M, Sobhaninejad M. Survey of Relation between Hidden Curriculum Components and Dimensions of Tendency to Students’ Critical Thinking. TLR. 2014; 2 (4) :87-112
URL: http://tlr.shahed.ac.ir/article-1-730-en.html

Abstract:   (1320 Views)
The purpose of this research was survey of relation between hidden curriculum components and dimensions of students’ tendency to critical thinking. Methodology of the research was descriptive correlation. The sample included 381 students of Shahed University and two indicators of measurement of university hidden curriculum dimensions and standard index of tendency to California students’ critical thinking (2001) were used. Validity of indicators of measurement of university hidden curriculum dimensions was approved by some of relevant experts while its reliability in two positive and negative aspects by Cronbach’s alpha was respectively 0.88 and 0.86. Index of California students’ tendency to critical thinking had appropriate validity and according to Cronbach’s alpha its reliability was 0.90. Findings showed that: 1- there is significant correlation between hidden curriculum components and seven dimensions of Shahed University students’ tendency to critical thinking (some of positive and negative aspects of hidden curriculum components had significant positive and negative correlation with some special dimensions or whole tendency to critical thinking). 2- The correlation between all positive components of hidden curriculum and tendency to thinking broadly was direct and significant. 3- The correlation between all negative components of hidden curriculum and dimensions of analysis, curiosity, maturity in judgment, truth seeking, thinking broadly, as well as whole dimensions of tendency to critical thinking was reverse and significant. 4- Regression models in form of four-variable equation for analysis of relative share of hidden curriculum components for prediction of tendency to critical thinking (whole) indicated that components of “negative aspect of content of major’s courses” (b= -0.174), “negative aspect of evaluation of academic success” (b= -0.149), “positive aspect of content of major’s courses” (b= -0.142), and “positive aspect of professors’ methodology” (b= 0.100) totally have provided 30.2% of total variance for students’ tendency to critical thinking including significant negative (reverse) or positive (direct) relations (sig= 0.000 F= 20.21).
Full-Text [PDF 432 kb]   (717 Downloads)    
Type of Study: Research |

Add your comments about this article : Your username or email:
Write the security code in the box

Send email to the article author


© 2015 All Rights Reserved | Traning & Learning Researches

Designed & Developed by : Yektaweb