Investigating The Relationship between Implicit Curriculum with Academic Welfare: The Mediating Role of Academic Self-Concept

One of the goals and tasks of education is to create a basis for the all-round development of the individual healthy, efficient and responsible people to play a role in individual and social life. The aim of the present study was to investigate the relationship between Implicit curriculum and academic well-being: the mediating role of academic self-concept of middle school students in Darrehshahr city. The method of present is descriptive of the correlation type with the structural equation model (SEM). The statistical population of research included all secondary school students in Darrehshahr city in the academic year 1401-1402. The sample of this study included 300 students who were selected by multi-stage cluster sampling method. the means of research Were Academic Welfare Questionnaire (Tominin-Sweeney et al.'s, 2012), Hidden Curriculum Questionnaire (Taghipour and Ghaffari's, 2011) and Academic Self-Concept Questionnaire (Yasen Chen's, 2004). The finding showed that there is a significant relationship between the variables of the Current research, which included the dimensions of the Implicit curriculum, academic self- concept and academic well-being; in addition, academic self-concept plays a mediating role in the relationship between Implicit curriculum with academic well-being. The results of this research indicate the important of paying attention to implicit curriculum and academic self-concept in improving academic well-being.