Prediction of Academic Competitiveness in Elementary School Students Based on the Hidden Curriculum and Problem-Solving Performance

Background and Objective:Academic competitiveness plays a significant role in students’ motivation, engagement, and academic achievement. However, limited research has examined the combined contribution of hidden curriculum components and problem-solving performance in predicting academic competitiveness among elementary school students. Therefore, the present study aimed to predict academic competitiveness based on hidden curriculum and problem-solving performance.
Research Methodology:This study employed a quantitative approach with a descriptive correlational design. The statistical population included all second-grade elementary school students in Ardabil during the 2024–2025 academic year (N = 33,281). Using Cochran’s formula, 380 students were selected through a non-random sampling method. Data were collected using the Franken Academic Competitiveness Questionnaire (1995), the Taqi Pour and Ghaffari Hidden Curriculum Questionnaire (2009), and the Heppner Problem-Solving Inventory (PSI). Data were analyzed using correlation and multiple regression analyses.
Findings:The results showed that hidden curriculum and problem-solving performance significantly predicted academic competitiveness (p < 0.05). Among hidden curriculum dimensions, school physical structure, social climate, school relationships, information and communication technology, and reward–punishment mechanisms demonstrated significant predictive power. Additionally, problem-solving confidence, approach–avoidance style, and personal control significantly contributed to predicting academic competitiveness.
Conclusion:The findings indicated that both environmental and individual factors influenced students’ academic competitiveness. Enhancing positive aspects of the hidden curriculum and strengthening problem-solving skills may promote healthy academic competition and improve students’ educational outcomes.