Predicting academic optimism and enthusiasm for school in students Girl based on hidden curriculum dimensions

The aim of this study will be to investigate predicting academic optimism and engagement in school in female students based on hidden curriculum dimensions.

The quantitative- correlation method was used. The statistical population consists of all female students in Sarpolzahab city in academic year 2021-2022. In this study, according Convenience sampling method, 100 female students were selected as samples and they were asked to fill in academic optimism scal of Tschannen‐Moran and et al (2013), student engagement in school scale of Wang and et al (2011) and hidden curriculum questionnaire of Imani (2012). The collected data was analyzed using Canonical correlation.

Findings showed that there was positive and significant correlation between hidden curriculum dimensions with academic optimism and engagement in school (P<0/01). The results Canonical correlation showed that common variance of academic optimism and engagement in school with academic optimism and engagement in school was 87/6%.

Based on this, it seems that the informal and intangible text of the system of values, norms and perceptions and non-curricular aspects of educational centers and informal aspects of schools can leave relatively stable effects on their academic optimism and engagement in school.