A structural model of the hidden curriculum and academic interest with the mediating roles of academic adjustment and academic resilience

Document Type : Original Article

Authors

Department of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran

10.30473/elc.2026.77244.1003

Abstract

the aim of this study was to investigate the fit of the conceptual model of educational interest based on the hidden curriculum with the mediating role of educational adaptation and educational resilience of students with the empirical model. The research method was descriptive-correlational structural equation modeling. The statistical population was all female students of the first year of high school in Nahavand, numbering 3157 people. 345 people were selected as samples using multi-stage cluster random sampling. The research tools were Sheikhi's Hidden Curriculum Questionnaire (2009), Rotgans's Academic Interests (2015), Sinha and Singh's Educational Resilience (1993), and Samuels's Educational Resilience (2004). Pearson correlation and structural equations were used to analyze the data using SPSS26 and SmartPLS4 software. The findings showed that the hidden curriculum has a direct and positive effect on educational resilience, educational adjustment, and academic interest. Additionally, educational resilience and educational adjustment have direct and positive effects on academic interest. The mediating role of educational resilience and educational adjustment in the relationship between the hidden curriculum and academic interest is significant. Given the model's favorable fit, it can be inferred that explaining academic interest requires a comprehensive view of environmental factors (the hidden curriculum) and individual-adaptive characteristics. These results emphasize the importance of re-examining the informal aspects of education to facilitate academic adjustment and promote students' academic resilience.

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