Explanation of the impact of hidden curriculum on emotional component of learning for middle school students

To develop a model for designing better instructional settings، this study examined hidden curriculum involved in affective learning outcomes of students at middle schools. Mixed methods were used for data collection and analysis. A sample of 9 middle schools in Tehran was approached and observed for 8 months. Different ways of collecting data were used including 1) a questionnaire developed by the researchers; 2) observation forms 3) semi-structured interviews and 4) informal communications. Multiple regression analysis showed that hidden curriculum account for 85. 68% of variance of affective learning outcomes. Analysis of qualitative data showed that most schools and classrooms in question were subject to negative and unintended effects of the hidden curriculum. To overcome these effects، development of a model for designing desirable instructional settings was discussed in terms of philosophical foundations، underpinning variables، dimensions، objectives، principles، procedure and evaluation system. Finally، some practical suggestions were made on the basis of educational psychology.