@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):229-234
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):229-234
Relation of Hidden Curriculum Situation and Students’ Emotional Intelligence; Kashan University of Medical Sciences & Kashan University
ARTICLE INFO
Article Type
Original ResearchAuthors
Taghva’ei Yazdeli Z. ()Yazdkhasti A. (1)
Rahimi H. (1)
() Educational Sciences Department, Human Sciences Faculty, Kashan University, Kashan, Iran
(1) Educational Sciences Department, Human Sciences Faculty, Kashan University, Kashan, Iran
(1) Educational Sciences Department, Human Sciences Faculty, Kashan University, Kashan, Iran
Correspondence
Address: Human Sciences Faculty, University of Kashan, Ghotb-e Ravandi Blvd., Kashan, IranPhone: +983615554604
Fax: +983615912777
taghvaei.y@gmail.com
Article History
Received: May 27, 2013Accepted: August 24, 2013
ePublished: December 15, 2013
ABSTRACT
Aims
Hidden curriculum refers to the emotional atmosphere and unwritten conditions
of educational environment that have the greatest effect on the emotions and values of
the learners. The purpose of this research was to study the relationship between hidden
curriculum and its components and emotional intelligence.
Materials & Methods This descriptive-correlative study was performed on all 9927 students in Kashan University and -University of Medical Sciences in 2012-2013 academic year and 225 students were chosen by random sampling method proportional to size. The data were gathered, using two hidden curriculum and emotional intelligence questionnaires. Data analysis was done in inferential level by Pearson correlation, one sample-T, variance analysis and regression tests, using SPSS 18 statistical software
Findings Mean score of hidden curriculum was 3.23±0.34 and of emotional intelligence was 3.64±0.41. There were positive and significant correlations between hidden curriculum, teaching method, evaluation method, space and regulation components with emotional intelligence. Only teaching method component was able to predict emotional intelligence. There was no significant difference between students’ views about hidden curriculum situation and emotional intelligence in terms of gender, field of study, university, academic level and entry year.
Conclusion Hidden curriculum situation can affect the students’ emotional intelligence and Kashan University and -University of Medical Sciences are in a higher than average level concerning the status of the hidden curriculum and students of the two universities are in a higher than average level concerning emotional intelligence.
Materials & Methods This descriptive-correlative study was performed on all 9927 students in Kashan University and -University of Medical Sciences in 2012-2013 academic year and 225 students were chosen by random sampling method proportional to size. The data were gathered, using two hidden curriculum and emotional intelligence questionnaires. Data analysis was done in inferential level by Pearson correlation, one sample-T, variance analysis and regression tests, using SPSS 18 statistical software
Findings Mean score of hidden curriculum was 3.23±0.34 and of emotional intelligence was 3.64±0.41. There were positive and significant correlations between hidden curriculum, teaching method, evaluation method, space and regulation components with emotional intelligence. Only teaching method component was able to predict emotional intelligence. There was no significant difference between students’ views about hidden curriculum situation and emotional intelligence in terms of gender, field of study, university, academic level and entry year.
Conclusion Hidden curriculum situation can affect the students’ emotional intelligence and Kashan University and -University of Medical Sciences are in a higher than average level concerning the status of the hidden curriculum and students of the two universities are in a higher than average level concerning emotional intelligence.
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