摘要：Abstract Phillip Jackson (1968) is generally acknowledged as the originator of the term hidden curriculum in his book Life in Classrooms. Through observations of public grade school classrooms, Jackson identified features of classroom life that were inherent in the social relations of schooling. He observed that there were values, dispositions, and social and behavioral expectations that brought rewards in school for students and that learning what was expected along these lines was a feature of the hidden curriculum .from this acknwoledgement this study was done by the sampling size of 97 university students who were studied in Educational psychology .The results of the questionnaire were analyzed by using descriptive and inferential statistics .The student-teacher relations and academic achievement, between the organizational structure of the university, the university and the social climate of their appearance and positively related to academic achievement and that there are significant .But there were no significant relationship between academic achievement and physical structure of the class.
