The present study attempts to investigate the relationship between the multiple intelligences and the academic performance achievement levels of high school students based on Gardner's multiple intelligences theory. This was a descriptive correlation study. To accomplish this purpose, 270 students of high school of Bandar Abbas selected by clustering random sampling, and all of them filled the Gardner's multiple intelligences questionnaire. For analysis of collected data, descriptive statistics including Mean, Standard Deviation, Pearson coefficient correlation and regression were used. Findings of this study revealed that moderate inter-correlation exists between verbal-linguistic and visual-spatial intelligences and academic performance achievement (p<05). Multiple intelligences such as logical-mathematical, visual-spatial, verbal-linguistic, intrapersonal, bodily-kinesthetic, interpersonaland naturalistic have a significant positive relationship with academic performance achievement of students (p<05). It became clear that multiple intelligences like visual-spatial, verbal-linguistic and interpersonal statistically significant and were able to predict academic performance achievement (p<05), whereas musical intelligence was a tunable negative predicator for academic performance achievement of students.

Background: The effectiveness of the hidden curriculum is stronger than the explicit curriculum from the perspectives of curriculum experts and medical education specialists. These effects are especially strong in transmitting values, norms, and medical professionalism. So, the importance of the hidden curriculum and its impact on educating medical students is undeniable. The present study aimed to explore the effect of the hidden curriculum components on affective attitudes of students toward learning, and to create a better learning and educational setting. Methods: The research was a mixed-method using a cross-sectional survey in the quantitative section. A case study (phenomenological analysis of lived experience type) and the interviews were used in the qualitative part. The study population consisted of 277 male high school students in District 1 of Bandar Abbas Port, Iran, in the 2019-2020 academic year. They were selected through the cluster sampling method and randomly assigned to the experimental research. Results: The results of multiple regression analysis showed a correlation (0.627) between the components of the hidden curriculum with affective attitudes of learning (P<0.95). The quantitative findings showed the mean scores of most components in exceptional talents (SAMPAD) high school students were significantly higher than the mean scores in public and non-public high schools students (P<0.05). Moreover, the results of the path analysis showed that the hidden curriculum has a positive and significant relationship with the three components of affective attitudes of students toward learning.. Conclusion: Generally, the hidden curriculum plays a vital role through the implicit transfer of values, attitudes, and skills to students, especially on affective attitudes, so that these issues should receive more attention by the educators in every educational setting.

The present research aimed to identify the elements of corporate culture in Farzanegan schools (schools for gifted and talented students) of Bandar Abbas in Iran. National Organization for Development of Exceptional Talents ( NODET ) are national selective schools in Iran developed specifically for the development of exceptionally talented students. In this study we employ a grounded theory approach and a systematic plan. The population of this study consists of all principals, teachers, and students of high schools for gifted students in the city of Bandar Abbas in Iran. Fifty-two principals, teachers, and students were selected through purposeful and theoretical sampling and were interviewed by a main question and a number of open questions. The reliability of research for data collection tools was determined by using generator questions. The data were analyzed using grounded theory. In the conceptualization stage, 33 concepts were extracted from the responses of the interviewees. The concepts were categorized in three dimensions of corporate culture and then the known dimensions were free coded with titles of organized organization, role model, and strategic initiatives. Then, code of strategic initiatives (actions) was selected as the key code and explained the other codes by paradigm pattern.

The present research aimed to identify the elements of corporate culture in Farzanegan schools (schools for gifted and talented students) of Bandar Abbas in Iran. National Organization for Development of Exceptional Talents (NODET) are national selective schools in Iran developed specifically for the development of exceptionally talented students. In this study we employ a grounded theory approach and a systematic plan. The population of this study consists of all principals, teachers, and students of high schools for gifted students in the city of Bandar Abbas in Iran. Fifty-two principals, teachers, and students were selected through purposeful and theoretical sampling and were interviewed by a main question and a number of open questions. The reliability of research for data collection tools was determined by using generator questions. The data were analyzed using grounded theory. In the conceptualization stage, 33 concepts were extracted from the responses of the interviewees. The concepts were categorized in three dimensions of corporate culture and then the known dimensions were free coded with titles of organized organization, role model, and strategic initiatives. Then, code of strategic initiatives (actions) was selected as the key code and explained the other codes by paradigm pattern.