The aim of this study was to investigate the effect of hidden curriculum on academic motivation and sense of school belonging in fourth to sixth grade elementary school students in Bushehr. The research method was descriptive-survey and the statistical population included all fourth to sixth grade elementary school students in Bushehr in the academic year 2010-2011. Using random cluster sampling method, 375 people were selected as the sample. . Data collection tools: 3 hidden curriculum questionnaires with 30 items, academic motivation questionnaire with 17 items and school belonging feeling questionnaire with 27 items, whose reliability using Cronbach's alpha coefficient was 807 / for hidden curriculum questionnaire, 750 / For the academic motivation questionnaire and / 898 for the school affiliation questionnaire were obtained. In order to analyze the data, one-sample t-test and Pearson correlation coefficient were used. The results showed that the effect of hidden curriculum and components of school physical structure, social atmosphere, school relationships, information and communication technology and encouragement and punishment mechanism on academic motivation and sense of belonging to school was positive and significant. Also, the status of the hidden curriculum was relatively favorable and the average academic motivation and sense of belonging to the school was above average.
