The Relationship between Hidden Curriculum and Educational Vitality, Academic Excitement, and Academic Well-being among Basic and Humanities Students of Tabriz University

The purpose of this study was to determine the multivariate relationship between hidden curriculum and academic excitement, academic vitality and academic well-being in students. The research method of this study is purposeful, practical and in terms of data gathering, it is one of the multivariate co relational predictive researches. The statistical population of the study consisted of the students of basic science and humanities of Tabriz University. Based on Cochran's formula, 222 individuals (50 chemistry and 172 education science) were estimated and selected by random sampling. Required data using standard hidden curriculum questionnaires (Akbullot & Arsalan, 2016); Academic Excitement (Pekran, 2005); Academic Vitality (Hossein Chari & Dehghanizadeh, 2012); And Fialto (2014), whose validity was confirmed by two convergent and divergent validity criteria using partial least squares method and their reliability using Cronbach's alpha coefficient 95%, 98%, 92%, respectively Percentage and 93 were obtained. Structural equation modeling and multiple regression analysis were used for statistical analysis. The results showed that there is a relationship between hidden curriculum and academic excitement, academic vitality and academic well-being.