عنوان مقاله [English]
Background and Objectives: The main purpose of this study was to determine the role of hidden curriculum on referral thinking and self-directed learning in students. The present study is applied and because it examines the relationship between the three variables is of the correlation type.
Methods: The statistical population includes all tenth grade female students in Buchan city. In this study, based on Cochran's formula, 235 tenth grade female students in Buchan city were selected as a sample by sampling multi-stage clusters. Were. To collect information from Taghipour and Ghaffari Hidden Curriculum Questionnaires (2010); Ehring et al.'s (2010) reference thinking and self-directed learning scale were used in Fisher et al.'s (2001) students. Research data were analyzed by regression analysis using SPSS 23 software.
Findings: The results showed that there is a significant relationship between hidden curriculum with referral thinking and self-directed learning and hidden curriculum has the ability to predict referral thinking and self-directed learning.
Conclusion: There is a significant relationship between hidden curriculum and referral thinking and self-directed learning.