Explaining the conceptual framework of the dimensions and components of the self-confidence curriculum and analyzing its position in the upstream documents of education.

Self-belief, choice, motivation, effort and perseverance affect students, on this basis, the need to pay attention to self-belief and its components in the school curriculum is very important. The current research was conducted with the aim of explaining the conceptual framework of the dimensions and components of self-confidence curriculum and analyzing its place in the upper documents of the education system. The present research in a descriptive way includes; Document analysis and content analysis are quantitative. The research community is the four upstream documents of Iran's education system; According to the nature of the subject, the whole population was investigated without sampling. The researcher has developed the tools for measuring the questionnaire and the content analysis list. Documentary data were analyzed qualitatively and content analysis data using descriptive indices in Shannon's entropy analytical process. The results of the research showed: 1. The conceptual framework of the self-confidence curriculum can be categorized into three components: cognition, individual skill, and interpersonal skill. Each of these components is also divided into several sub-components. The cognition component includes three sub-components of knowledge, attitude and action, the individual skill component includes two components of self-awareness and self-management, and the interpersonal skill component includes two sub-components of other-awareness and interpersonal management. Each of these sub-components is also composed of different indicators. 2. The amount of attention paid to the components of the self-confidence curriculum in the upstream documents is different, so that the most emphasis is on the knowledge component and the least emphasis is on the interpersonal skill component. 3. Among the examined documents, the highest coefficient of importance was related to the national curriculum document (/093) and the lowest was related to the vision document of Iran 1404 (/053). Based on this, it is suggested that educational policy makers and curriculum planners pay more attention to the less-attentioned components of the self-esteem curriculum in the next editions of the upstream documents.