Predicting academic resilience based on hidden curriculum components and teacher-student interaction
Keywords:
Academic resilience, hidden curriculum components, eacher-student interactionAbstract
The present study aimed to predict academic resilience based on hidden curriculum components and teacher-student interaction. The present study was applied in terms of purpose and descriptive-correlational in terms of statistical analysis. The study population was the second year high school students of Shiraz in 1405 who were studying in high schools in this city. The sample consisted of 200 of these individuals who were selected using the convenience sampling method. The measurement tools included Martin's Academic Resilience (Floating) Questionnaire, QTI Teacher-Student Interaction Questionnaire, and Taghipour and Ghaffari's Standard Hidden Curriculum Questionnaire (2009). The data obtained from the questionnaires were analyzed using SPSS version 26 software. Pearson's tests and multiple regression were used in this study. The results showed that the dimensions of hidden curriculum components and teacher-student interaction explain a total of 35% of the variance in academic resilience scores. Also, the school social climate component is positively and significantly able to predict academic resilience (p=0.001, β=0.312). The relationships in the school are positively and significantly able to predict academic resilience (p=0.005, β=0.276) and the mechanism of encouragement and punishment is positively and significantly able to predict academic resilience (p=0.008, β=0.241). Positive teacher-student interaction is positively and significantly able to predict academic resilience (p=0.005, β=0.267) and negative teacher-student interaction is negatively and significantly able to predict academic resilience (p=0.001, β=-0.300). Therefore, it can be concluded that hidden curriculum components and teacher-student interaction play an important role in students' academic resilience.
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