Middle Eastern Journal of Disability Studies

Abstract
Background & Objectives: Appropriate and efficient planning is needed in achieving the worthwhile goals of the educational system, such as expanding student capabilities and promoting and developing knowledge in most of society. Emotional intelligence and anxiety are among the most important characteristics of students' learning disabilities. Because academic anxiety is one of the important factors in students' inability to learn and academic problems, it confronts the student with personality, emotional, and social challenges and can cause irreparable harm to society. There was no research on modeling the three variables of the hidden curriculum, emotional intelligence, and academic anxiety. So, the main purpose of this study was to determine the relationship between hidden curriculum, emotional intelligence, and academic anxiety among high school students in Babol City, Iran.
Methods: The current research was correlational, using structural equation modeling. The study statistical population includes all secondary school students in Babol city, including 15300 students. The study sample based on model parameters was considered 300. Multistage cluster random sampling was done to collect the samples. To evaluate hidden curriculum variables, emotional intelligence, and academic anxiety, the Hidden Curriculum Questionnaire (Gaufberg et al., 2010), the Emotional Intelligence Questionnaire (Bradberry & Greaves, 2004), and Academic Anxiety Questionnaire (Phillips, 1978) were used, respectively. Descriptive (mean and standard deviation) and inferential statistics (the Pearson correlation coefficient and structural equation modeling) were used to analyze the obtained data. The data were analyzed with the help of SPSS version 22 and LISREL version 8.80 at a significance level of 0.05.
Results: The results showed that the path coefficient between the teaching method and emotional intelligence was positive and significant (p<0.001, β=0.90); the path coefficient interaction between teachers and students with emotional intelligence was positive and significant (p<0.001, β =0.67). Also, the coefficient of the path between teacher evaluation methods and emotional intelligence was positive and significant (p<0.001, β=0.73); the path coefficient between rules and regulations of schools and emotional intelligence was positive and significant (p<0.001, β=0.51). Finally, the path coefficient between emotional intelligence and students' academic anxiety was negative and significant (p<0.001, β= –1.15). The path analysis fit indices indicated the overall fit of the research model (χ²/df=1.97, AGFI=0.94, GFI=0.96, CFI=0.98, RMSEA=0.005).
Conclusion: Based on the study findings, the hidden curriculum affects emotional intelligence, and emotional intelligence is effective in reducing student–student academic anxiety.