Investigation of the relationship between university student's level of perceived hidden curriculum and perceived educational stress

The present study aims to investigate the relationship perceived hidden curriculum and perceived educational stress and to investigate whether there are differences on the levels of two constructs in terms gender and class. Study group comprise of 647 university students (450 females, 197 males) studying at Sakarya University Education Faculty. In this study, relationships between the variables of perceived hidden curriculum and perceived educational stress were investigated. Pearson Product Moment Correlation, Partial Correlation methods were used in order to review these relationships. The differences on the levels of hidden curriculum and educational stress in terms gender, class variables were reviewed with the statistical procedures of independent samples t-test (for variables having two groups) and One-Way Analysis of Variance (ANOVA; for variables having more than two groups) were exploited. Tukey's Multiple Comparison Test was employed in order to find which pair of groups statistically significant differences after the results of ANOVA.Additionally, descriptive statistics such as mean, standard deviation and percentile values were calculated. As results of the study, hidden curriculum scores and educational stress were correlating significantly and positively. There were no gender differences on educational stress, whereas a meaningful difference were found on hidden curriculum. Females gained higher scores than males. Significant differences according to 4th classes were found in levels of hidden curriculum, with respect to class. Also this variable shows significant difference in educational stress. Results are discussed within the extent of the related literature. Keywords: Hidden Curriculum, Educational Stress, Demographic Variables.