@article{2017,title={THE SCALE FOR IDENTIFICATION OF PRIMARY SCHOOL STUDENTS’ PERCEPTION OF STRESS LED BY HIDDEN CURRICULUM},abstractNode={Some negative features of hidden curriculum can lead to students’ perception of stress. What levels of stress perception hidden curricula and their negative effects lead to among students need to be known and such negativities need to be eliminated. This study aims to test validity and reliability of the “Scale for Identification of Primary School Students’ Perception of Stress Led by Hidden Curriculum” developed with the aim of knowing primary schools students’ levels of stress resulting from hidden curriculum. Exploratory Factor Analysis, confirmatory factor analysis and Cronbach Alpha coefficients are calculated. The sample for exploratory factor analysis consists of 510 students in the central primary schools of the city of Kilis with lower-middle-upper socioeconomic levels; for confirmatory factor analysis the sample consists of 469 students from three different primary schools in the city of Kilis with lower-middle-upper socioeconomic levels. The reliability coefficient of the “The Scale for Identification of Primary School Students’ Perception of Stress Led by Hidden Curriculum” including 45 articles and three dimensions, is calculated as .947. As a result of confirmatory analysis fit indices are calculated as NFI=0,96, NNFI=0,97, CFI=0,98, RMSEA=0.065.},author={Figen YILDIRIM-Mehmet GÜROL},year={2017},journal={The Journal of International Educational Sciences}}