The Impact of Hidden Curriculum on the Development of Social Skills with the Mediating Role of School Belonging in Sixth Grade Students of Tonekabon County

Purpose: The present study aimed to investigate the impact of the hidden curriculum on the development of social skills, with the mediating role of school belonging among sixth-grade students in Tonekabon County.   Methods and Materials: This study was conducted using a correlational research method and structural equation modeling. The statistical population included all sixth-grade students in Tonekabon County during the ۲۰۲۳-۲۰۲۴ academic year, totaling ۱,۹۰۰ individuals. The research sample consisted of ۳۲۱ students. Data collection tools included the Social Skills Rating System by Gresham and Elliott (۱۹۹۰), the Hidden Curriculum Questionnaire by Taghipour and Ghaffari (۲۰۰۹), and the School Belonging Questionnaire by Brown and Evans (۲۰۰۲). Data analysis was performed using the Kolmogorov-Smirnov test, standardized path coefficients, Sobel test, t-statistics, structural equations, and significance level (p < .۰۵), utilizing SPSS version ۲۴ and SmartPLS version ۳ software.   Findings: The findings revealed that school belonging mediates the impact of the hidden curriculum on the development of social skills (β = .۷۳۵, p < .۰۰۱). The hidden curriculum had a significant effect on the development of social skills (β = .۹۱۶, p < .۰۰۱) and school belonging (standardized path coefficient = .۸۲۸, p < .۰۰۱). Additionally, school belonging significantly influenced the development of social skills (SRMR = .۰۶۳, β = .۸۳۱, p < .۰۰۱).   Conclusion: The research findings indicate that school belonging plays a crucial mediating role in the impact of the hidden curriculum on the development of students' social skills.

کلیدواژه ها:

school belonging ، hidden curriculum ، social skills