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Background: Hidden curriculum in every school may have different side effects on students. The purpose of this study was to investigate the relations of hidden curriculum with creativity and social skills among elementary students. Methods: The research method was descriptive-correlational. The study population consisted of all sixth-grade elementary students in Roodsar, Gilan (including 616 students) in the academic year 2018-2019.  According to Morgan and Krejcie's Table, the sample size was 270 students, which were selected by simple random sampling.  The research tools included Taghipoor and Ghafari's Hidden Curriculum Questionnaire, Torrance's Creative Thinking Form B, and Matson's Social Skills Questionnaire. The validity and the reliability of the questionnaires were obtained, using Alpha Cronbach Coefficient and were 0.91, 0.90, and 0.86, respectively. Regression and path analysis were done for data analysis using SPSS 24. Results: The findings showed that hidden curriculum has a strong positive and significant relation with creativity in terms of school social climate. Also, the hidden curriculum had a strong positive and significant relation with the components of appropriate social skills, non-social behaviors, aggression, and supremacy. In addition, there was no significant relation between creativity and social skills. Moreover, the results of the path analysis showed that hidden curriculum has a positive and significant relation with the four components of social skills and finally. In addition, hidden curriculum had a significant relation with the students’ creativity. Conclusion: Generally, it can be concluded that hidden curriculum plays an important role through the implicit transfer of values, attitudes, and skills to students, especially on social skills and creativity, so that these issues need to be given more attention by the educators in every educational setting.

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The present study was conducted to examine the psychometric properties and gender invariance of the Iranian version of the Dimensions of Identity Development Scale (DIDS). A total of 1453 adolescents (50.8% female; 14–18 years old, mean = 15.48) participated in a cross‐sectional study and completed the DIDS and the Youth Self‐Report of behavior problems. The Confirmatory Factor Analysis supported the six‐factor model of the DIDS, echoing past studies showing the original 5th factor (Exploration in Depth) being divided into Exploration in Depth and Reconsidering the Commitment. The invariance testing showed comparable measurement properties of the DIDS across males and females (strict measurement invariance). Further, behavior problems were associated positively with Ruminative Exploration and negatively with Commitment Making, Identification with Commitments, Exploration in Depth, and Reconsideration of Commitments, whereas the opposite was true for academic performance. A six‐factor DIDS was shown to be a valid and reliable measure for the assessment of identity development dimensions among Iranian adolescents. Future studies in the Iranian context evaluating the identity clusters derived from identity dimensions and their gender differences are warranted.

Objective: The COVID-19 pandemic has changed the lives of people worldwide. Considering that no specific pharmaceutical treatment exists for this disease, the best way to deal with it is through prevention. However, many people in the community do not implement preventive behaviors. The study investigates the risk perception of infectious diseases following psychological factors and social variables, such as age, gender, family structure, occupation, income, and saving as social factors. Methods: A sample of 371 adults in the age range of 18 to 60 years (224 females and 147 males) was selected via the convenience sampling method from Karaj City. They answered questions about social variables, vulnerability to infectious diseases questionnaire, and questions about protective behaviors according to the World Health Organization protocol on COVID-19. Results: The results showed that in the psychological dimension, self-risk assessment and vulnerability to infectious diseases can predict COVID-19-related preventive behaviors. In the social dimension, the family structure, gender, and familial and social relationships of individuals predicted protective behaviors in individuals. Conclusion: prevention is essential for controlling the pandemic and it is necessary to consider the risk factors in every society.