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Exploring the Mediating Role of Professional and Constitutional Values and the Moderating Role of Sex in the Relationship between Hidden Curriculum and Student Achievement in Teacher Education Programmes

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Title: Exploring the Mediating Role of Professional and Constitutional Values and the Moderating Role of Sex in the Relationship between Hidden Curriculum and Student Achievement in Teacher Education Programmes
Language: English
Authors: Chandra Shekhar Pandey (ORCID 0000-0002-3660-1858), Shri Ram Pandey (ORCID 0000-0002-1690-6603)
Source: Journal of Applied Research in Higher Education. 2025 17(6):2269-2282.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Hidden Curriculum, Academic Achievement, Teacher Education Programs, Preservice Teachers, Undergraduate Students, Values, Gender Differences, Foreign Countries, Teacher Behavior, Diversity, Equal Education, Teacher Attitudes, Student Attitudes, Social Justice
Geographic Terms: India
DOI: 10.1108/JARHE-06-2024-0290
ISSN: 2050-7003
1758-1184
Abstract: Purpose: This study investigates the intricate dynamics of the hidden curriculum and its influence on student achievement in teacher education programs. Specifically, the study examines the mediating role of professional and constitutional values and the moderating role of sex in this relationship. Design/methodology/approach: A total of 282 bachelor of education fourth semester students (151 female and 131 male) participated in the study. General linear modeling in Jamovi 2.4.4 was utilized to analyze the data. The general linear model (GLM) mediation model was used to measure the mediation effects of the hidden curriculum via professional value and constitutional value on student achievement. Sex was accepted as a dichotomous moderator in the model. Findings: Hidden curriculum had positive significant direct and total effect on student achievement. The mediation of constitutional values between hidden curriculum and student achievement was found to be significant and negative. Professional value was not found to be a significant mediator. The interaction between sex and constitutional value was significant and positive. Apart from this sex moderated professional and constitutional values differentially. Constitutional and professional values had significant direct component effects on student achievement. The findings contribute to the discourse of hidden curriculum by providing insights into the interplay of sex, professional values, constitutional values and student achievement. Practical implications: The study has implications for educational policies and curriculum design, urging stakeholders to pay attention to the implicit messages communicated by the curriculum. Professional and constitutional values influence the hidden curriculum and achievement. Therefore, teachers should be equipped with an understanding of these values to manage the hidden curriculum in their classrooms. The study also highlights the gendered educational experiences and the necessity of implementing gender-sensitive policies and practices in schools and classrooms. Originality/value: This study provides unique insights into the complex relationship between the hidden curriculum and student achievement in the context of a teacher education program in India. The findings highlight the importance of addressing the hidden curriculum in educational settings and emphasize the need for gender-sensitive policies and practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497305
Database: ERIC
FullText Text:
  Availability: 0
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AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
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  Data: Exploring the Mediating Role of Professional and Constitutional Values and the Moderating Role of Sex in the Relationship between Hidden Curriculum and Student Achievement in Teacher Education Programmes
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Chandra+Shekhar+Pandey%22">Chandra Shekhar Pandey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3660-1858">0000-0002-3660-1858</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shri+Ram+Pandey%22">Shri Ram Pandey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1690-6603">0000-0002-1690-6603</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2025 17(6):2269-2282.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Hidden+Curriculum%22">Hidden Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-06-2024-0290
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study investigates the intricate dynamics of the hidden curriculum and its influence on student achievement in teacher education programs. Specifically, the study examines the mediating role of professional and constitutional values and the moderating role of sex in this relationship. Design/methodology/approach: A total of 282 bachelor of education fourth semester students (151 female and 131 male) participated in the study. General linear modeling in Jamovi 2.4.4 was utilized to analyze the data. The general linear model (GLM) mediation model was used to measure the mediation effects of the hidden curriculum via professional value and constitutional value on student achievement. Sex was accepted as a dichotomous moderator in the model. Findings: Hidden curriculum had positive significant direct and total effect on student achievement. The mediation of constitutional values between hidden curriculum and student achievement was found to be significant and negative. Professional value was not found to be a significant mediator. The interaction between sex and constitutional value was significant and positive. Apart from this sex moderated professional and constitutional values differentially. Constitutional and professional values had significant direct component effects on student achievement. The findings contribute to the discourse of hidden curriculum by providing insights into the interplay of sex, professional values, constitutional values and student achievement. Practical implications: The study has implications for educational policies and curriculum design, urging stakeholders to pay attention to the implicit messages communicated by the curriculum. Professional and constitutional values influence the hidden curriculum and achievement. Therefore, teachers should be equipped with an understanding of these values to manage the hidden curriculum in their classrooms. The study also highlights the gendered educational experiences and the necessity of implementing gender-sensitive policies and practices in schools and classrooms. Originality/value: This study provides unique insights into the complex relationship between the hidden curriculum and student achievement in the context of a teacher education program in India. The findings highlight the importance of addressing the hidden curriculum in educational settings and emphasize the need for gender-sensitive policies and practices.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1497305
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        Value: 10.1108/JARHE-06-2024-0290
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 2269
    Subjects:
      – SubjectFull: Hidden Curriculum
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Values
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      – SubjectFull: Gender Differences
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: India
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      – TitleFull: Exploring the Mediating Role of Professional and Constitutional Values and the Moderating Role of Sex in the Relationship between Hidden Curriculum and Student Achievement in Teacher Education Programmes
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              Value: 1758-1184
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