عنوان مقاله [English]
The porpuse of this study was to determine the relationship between hidden curriculum and social responsibility of high school students. Research method in terms of approach; A little, in terms of purpose; Practical and in terms of data collection method; Survey and in terms of type of analysis; It was descriptive-correlation. The statistical population was 20,918 students in the first and second secondary school of District 3 of Qom city, based on Morgan-Krejcie table, 385 people were selected as a sample by available sampling method. To collect information, the standard questionnaire of hidden curriculum (Nemati, 2008) and adolescents' responsibility (Taghipour and Ghaffari, 2009) with Cronbach's alpha reliability was 0.89 and 0.91, respectively. In addition to descriptive statistics, inferential tests, Pearson correlation and Fisher's test were used to analyze the data. The results showed that there was a positive and significant relationship between the hidden school curriculum and students' social responsibility. There was a positive and significant correlation between the components of the hidden curriculum, namely the physical structure of the school, social atmosphere, school relationships, encouragement and punishment, and social responsibility. But there was no relationship between ICT component in teaching and social responsibility. As a result, given that social responsibility is acquired and has a positive and significant relationship with the hidden curriculum, school administrators should focus on the effective components of the hidden curriculum, paving the way for its better implementation, which leads to increased social responsibility. Provided.