نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران
2 استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران
3 دانشیار گروه علم اطلاعات و دانش‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Aim: This study investigates the relationship between the hidden curriculum, media literacy, and academic emotions among sixth-grade elementary students.
Methodology: The research employed an applied and correlational design. The target population included 55,041 sixth-grade students in Kerman province, from which 458 participants were selected through cluster sampling, based on Cochran’s formula. Data were collected using the Hidden Curriculum Questionnaire (Taghipour & Ghaffari, 2009), a researcher-developed media literacy scale, and a researcher-developed academic emotions scale. All instruments demonstrated strong reliability (α = .72, .91, .81; overall α = .89). Structural equation modeling (SEM) and confirmatory factor analysis (CFA) were conducted with SPSS 26 and AMOS 21 to test the hypothesized relationships.
Results: Findings revealed that the direct relationship between hidden curriculum and media literacy was not statistically significant. However, significant positive relationships were observed between the hidden curriculum and academic emotions, and between academic emotions and media literacy. Mediation analysis further confirmed that academic emotions fully mediated the relationship between hidden curriculum and media literacy, highlighting the crucial role of students’ emotional experiences in developing critical media awareness
Conclusions: The results emphasize the necessity of integrating emotional support within media literacy education. Educational interventions should simultaneously target hidden curriculum practices and academic emotions to achieve sustainable improvements in students’ learning outcomes. Strategies such as emotionally engaging classroom environments, authentic reinforcement of small achievements, and opportunities for success can strengthen positive emotions and, in turn, enhance media literacy skills.
Innovation and originality: This research provides novelty by simultaneously examining hidden curriculum, academic emotions, and media literacy in one model. By doing so, it extends the literature and offers evidence that emotional dimensions are key mediators in translating hidden curriculum practices into students’ media competencies.
کلیدواژه‌ها [English]
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