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tajari T, Naderi M M, Javanneshan M. (2024). The Relationship between Hidden Curriculum and Sexual Violence of Married Female Students Considering the moderating Role of Emotional Intelligence. refahj. 24(95), : 6 doi:10.32598/refahj.24.95.3240.3
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URL: http://refahj.uswr.ac.ir/article-1-3881-en.html
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Extended Abstract
Introduction
The curriculum is the main element of the higher education system and the most fundamental tool for providing students with knowledge, experience, and skills offering services to the community, and as the heart of this system, they appeared to play an important role in achieving goals and drawing plans and goals. On the other hand, sexual violence is a type of violence that can harm women’s health. The education system can reduce the incidence of violence through a curriculum entitled altruism and humanitarian tendencies. The purpose of this study was to investigate the relationship between hidden curriculum and sexual violence of married female students in Gorgan taking account of the mediating role of emotional intelligence. The hidden curriculum is defined and interpreted as a set of messages related to knowledge, values, behavioral norms, and attitudes that the learner implicitly acquires in a certain way during the educational process. Hidden curriculum elements are applied in educational environments through values, beliefs, attitudes, and norms. The values are an important part of the functioning of the educational environment, rituals and the quality of interpersonal communication. One of the factors that can be related to students’ curriculum is sexual violence. Sexual violence is defined as any sexual act, attempt to obtain sexual act, unsolicited comments or sexual advances or sex trade or other acts, contrary to a person’s sexual preferences, by coercion imposed by any person without consideration. Taking the relationship with the victim, in any environment, which is not limited to home and work. Therefore, the research question will be whether there is a relationship between the hidden curriculum and sexual violence of married female students in Gorgan city, considering the mediating role of emotional intelligence?
Method
This study was conducted through correlation method, and the statistical population of the current study included all married students studying in universities in Gorgan in the academic year 2018-2019. The sample size of the study comprised 150 people, selected by stratification. Data collection tools included Imani’s (2012) Hidden Curriculum Questionnaire (HCQ), Ghahari et al.’s (2005) Spousal Abuse Questionnaire (WAQ), and Shatte et al.’s (1998) Emotional Intelligence Scale (MSEIS). Pearson correlation coefficient and structural equation modeling were used to analyze the data. The current research was a descriptive correlational and structural equation modeling type. The statistical population of the research includes all married students studying in Gorgan universities in the academic year of 2018-2019. Their composition of the sample is as follows: out of 68 higher education centers in the province, 12 branches belong to Islamic Azad University (IAU), and out of 70,000 students studying in the province, 25,000 study in Islamic Azad University. There are six academic centers in Gorgan, Gonbad, Aliabad Katul, Azadshahr, Bandargaz and Minodasht and six branches in the Islamic Azad Universities of the province. To estimate the sample size, the Plant formula (N = 50+8M) from Tapaking, Fidel and Ullman (2007) was used, and based on this formula, the sample size of this research was estimated to be 106 people. Due to the possibility of incompleteness of some questionnaires and the fact that a larger sample size increases the generalizability of the results, a sample size of 150 people was selected. The sampling method in this research is the stratified sampling method. Data collection was done in the library dimension using research literature and academic articles. To collect the research data, after making the necessary arrangements with the officials of universities in Gorgan, the researchers attended the classroom of married students and the students who had informed consent to participate in the research were asked to answer the questions of the hidden curriculum questionnaire, sexual violence, and intelligence. In order to analyze the data, Pearson’s correlation coefficient and structural equation modeling were used to examine the relationships between variables. In this research, to be in line with the proposed model of fit indices including normalized fit (NFI), non-normed fit index (NNFI), comparative fit index (CFI), incremental fit index (IFI), goodness of fit index (GFI), adjusted goodness of fit (AGFI), and root mean square error of approximation (RMSEA) were used. The data analysis software utilized was SPSS and AMOS version 24.
Findings
The results showed that the model of the relationship between hidden curriculum and sexual violence with the mediating role of emotional intelligence has a good fit. Therefore, it could be said that the research model has a good fit and there is a positive and significant relationship between hidden curriculum and sexual violence with the mediating role of emotional intelligence. The results of the descriptive statistics of the research showed that out of 150 selected samples, in terms of age range, the age of 39 people (26%) was less than 30 years old, the age of 70 people (46.66%) was between 31 and 40 years old, and that of 41 people (27.34%) was over 40 years old. From among the samole, 44 people (29 percent) have been married for less than 10 years, 76 people (51 percent) have been married for 11 to 20 years, and 30 people (20 percent) have been married for more than 20 years. The correlation between the hidden curriculum and its components, i.e. cognitive, emotional, psycho-motor, and sexual violence were respectively found to be 0.869, 0.900, 0.854, and 0.863, that is, all were found to be significant at the 0.01 level. Therefore, the findings show that there is a direct and meaningful relationship between hidden curriculum and sexual violence. The correlation between emotional intelligence and its components i.e., regulation of emotions, use of emotions, evaluation of emotions, perception and understanding of emotions with sexual violence were respectively found to be -0.256, -0.245, -0.295, and 285, that is, all were found to be significant at the 0.01 level. Therefore, the findings show that there is an inverse and significant relationship between the respondents’ emotional intelligence and sexual violence. The higher their emotional intelligence, the lower their sexual violence and vice versa. The correlation between emotional intelligence and its components, i.e. regulation of emotions, use of emotions, evaluation of emotions, perception and understanding of emotions with hidden curriculum were found to be -0.480, -0.388, -0.395, and 0.464, all were significant at the 0.01 level. Therefore, the findings show that there is an inverse and significant relationship between emotional intelligence and hidden curriculum.
Discussion
The more emotionally intelligent people are, the more they are likely to be affected by the hidden curriculum, because the hidden curriculum is an important and effective part of the educational process that is not easily understood, but affects various aspects of students’ education. The results of the research showed that there is an inverse and significant relationship between emotional intelligence and sexual violence of respondents. The higher emotional intelligence they have, the lower their sexual violence and vice versa. These results are in line with the findings of Safai Mohd and Izdi Far (2016), Jaafarian et al. (2016), Rezaei and Abdar (2016), Malvaso et. al. (2018), Schneider and Hirsch (2018). In explaining this hypothesis, it can be said that emotional intelligence can predict sexual violence. Women who have high emotional intelligence are able to understand the positive and negative emotions of themselves and their spouses, have empathic abilities, accept responsibility, and have patience and tolerance in the face of life’s problems, and are able to overcome their anger and frustration. Women with high emotional intelligence have the ability to regulate and recognize their emotions such as fear and anger, and how to manage these situations, and they can better deal with difficult emotional situations and do not express any violence against their spouses. In interactions full of tension and conflict in married life, even women who are very resistant and patient feel crushed and face severe physical symptoms (such as contractions and stomach pains, increased heart rate, sweating palms, headaches, etc.) that threatens them, and they feel powerless, confused and anxious. In such a situation, they may become automatically and involuntarily angry. Overall, based on the findings of the studies, if people have more information and awareness of each other’s emotions, the amount of sexual violence will decrease.
Ethical Considerations
Authors’ contributions: The authors contributed effectively to this article.
Funding: This article does not receive any financial support for its publication by any entity or organization. Conflicts of interest: In the present study, the authors showed no conflict of interest.
Acknowledgments: In this article, in addition to observing the principles of professional conduct, all rights related to the sources cited are respected and the references are carefully cited
Ghahari, Shahrabano; Atef Vahid, Mohammad Kazem; and Yousefi, Hamid. (2005). Investigating the rate of spousal abuse among students of Tankabon Azad University in 2013. Mazandaran Scientific and Research Journal of Medical Sciences, 15(50), 89-83. (in Persian) https://jmums.mazums.ac.ir/article-1-717-fa.html
Imani, Sadaf (2013), the relationship between the hidden curriculum and the educational attrition of the students of Bu Ali Sina University, Hamedan, Master’s thesis, supervisor: Abolqasem Yaqoubi, Bu Ali Sina University, Hamedan. (in Persian )
Jafarian, Tayyabe; Fathi, Mansour; Arshi, Maleeha; and Qadri, Ramzan Ali. (2016). Investigating the effect of men’s emotional intelligence on violence against women among married couples. Knowledge and Research in Applied Psychology, 16(4), 76-83. (in Persian) https://sanad.iau.ir/fa/Journal/jsrp/Article/892290
Malvaso, C. G.; Delfabbro, P. H.; Day, A. & Nobes, G. (2018). The maltreatment-violence link: Exploring the role of maltreatment experiences and other individual and social risk factors among young people who offend, Journal of Criminal Justice, Volume 55, Marchâ, Pages 35-45. https://ideas.repec.org/a/eee/jcjust/v55y2018icp35-45.html
Rezaei, Mehdi and Abdar, Shirin. (2016). Sexual violence in the family: a qualitative study, two-quarter specialized scientific journal of women’s research, Research Institute of Humanities and Cultural Sciences, 8(19): 35-59. (in Persian ) https://journals.ihcs.ac.ir/article_2660.html
Schneider, M. & Hirsch, J. S. (2018). Comprehensive sexuality education as a primary prevention strategy for sexual violence perpetration. Trauma, Violence, & Abuse, 1524838018772855.
Safai Mohd, Saeed; and Izadifar, Afsane. (2016). Examining violent behaviors learned in school from the perspective of the hidden curriculum. Quarterly Journal of Qualitative Research in Curriculum, 3(6), 127-150. (in Persian) https://qric.atu.ac.ir/article_9058.html
Introduction
The curriculum is the main element of the higher education system and the most fundamental tool for providing students with knowledge, experience, and skills offering services to the community, and as the heart of this system, they appeared to play an important role in achieving goals and drawing plans and goals. On the other hand, sexual violence is a type of violence that can harm women’s health. The education system can reduce the incidence of violence through a curriculum entitled altruism and humanitarian tendencies. The purpose of this study was to investigate the relationship between hidden curriculum and sexual violence of married female students in Gorgan taking account of the mediating role of emotional intelligence. The hidden curriculum is defined and interpreted as a set of messages related to knowledge, values, behavioral norms, and attitudes that the learner implicitly acquires in a certain way during the educational process. Hidden curriculum elements are applied in educational environments through values, beliefs, attitudes, and norms. The values are an important part of the functioning of the educational environment, rituals and the quality of interpersonal communication. One of the factors that can be related to students’ curriculum is sexual violence. Sexual violence is defined as any sexual act, attempt to obtain sexual act, unsolicited comments or sexual advances or sex trade or other acts, contrary to a person’s sexual preferences, by coercion imposed by any person without consideration. Taking the relationship with the victim, in any environment, which is not limited to home and work. Therefore, the research question will be whether there is a relationship between the hidden curriculum and sexual violence of married female students in Gorgan city, considering the mediating role of emotional intelligence?
Method
This study was conducted through correlation method, and the statistical population of the current study included all married students studying in universities in Gorgan in the academic year 2018-2019. The sample size of the study comprised 150 people, selected by stratification. Data collection tools included Imani’s (2012) Hidden Curriculum Questionnaire (HCQ), Ghahari et al.’s (2005) Spousal Abuse Questionnaire (WAQ), and Shatte et al.’s (1998) Emotional Intelligence Scale (MSEIS). Pearson correlation coefficient and structural equation modeling were used to analyze the data. The current research was a descriptive correlational and structural equation modeling type. The statistical population of the research includes all married students studying in Gorgan universities in the academic year of 2018-2019. Their composition of the sample is as follows: out of 68 higher education centers in the province, 12 branches belong to Islamic Azad University (IAU), and out of 70,000 students studying in the province, 25,000 study in Islamic Azad University. There are six academic centers in Gorgan, Gonbad, Aliabad Katul, Azadshahr, Bandargaz and Minodasht and six branches in the Islamic Azad Universities of the province. To estimate the sample size, the Plant formula (N = 50+8M) from Tapaking, Fidel and Ullman (2007) was used, and based on this formula, the sample size of this research was estimated to be 106 people. Due to the possibility of incompleteness of some questionnaires and the fact that a larger sample size increases the generalizability of the results, a sample size of 150 people was selected. The sampling method in this research is the stratified sampling method. Data collection was done in the library dimension using research literature and academic articles. To collect the research data, after making the necessary arrangements with the officials of universities in Gorgan, the researchers attended the classroom of married students and the students who had informed consent to participate in the research were asked to answer the questions of the hidden curriculum questionnaire, sexual violence, and intelligence. In order to analyze the data, Pearson’s correlation coefficient and structural equation modeling were used to examine the relationships between variables. In this research, to be in line with the proposed model of fit indices including normalized fit (NFI), non-normed fit index (NNFI), comparative fit index (CFI), incremental fit index (IFI), goodness of fit index (GFI), adjusted goodness of fit (AGFI), and root mean square error of approximation (RMSEA) were used. The data analysis software utilized was SPSS and AMOS version 24.
Findings
The results showed that the model of the relationship between hidden curriculum and sexual violence with the mediating role of emotional intelligence has a good fit. Therefore, it could be said that the research model has a good fit and there is a positive and significant relationship between hidden curriculum and sexual violence with the mediating role of emotional intelligence. The results of the descriptive statistics of the research showed that out of 150 selected samples, in terms of age range, the age of 39 people (26%) was less than 30 years old, the age of 70 people (46.66%) was between 31 and 40 years old, and that of 41 people (27.34%) was over 40 years old. From among the samole, 44 people (29 percent) have been married for less than 10 years, 76 people (51 percent) have been married for 11 to 20 years, and 30 people (20 percent) have been married for more than 20 years. The correlation between the hidden curriculum and its components, i.e. cognitive, emotional, psycho-motor, and sexual violence were respectively found to be 0.869, 0.900, 0.854, and 0.863, that is, all were found to be significant at the 0.01 level. Therefore, the findings show that there is a direct and meaningful relationship between hidden curriculum and sexual violence. The correlation between emotional intelligence and its components i.e., regulation of emotions, use of emotions, evaluation of emotions, perception and understanding of emotions with sexual violence were respectively found to be -0.256, -0.245, -0.295, and 285, that is, all were found to be significant at the 0.01 level. Therefore, the findings show that there is an inverse and significant relationship between the respondents’ emotional intelligence and sexual violence. The higher their emotional intelligence, the lower their sexual violence and vice versa. The correlation between emotional intelligence and its components, i.e. regulation of emotions, use of emotions, evaluation of emotions, perception and understanding of emotions with hidden curriculum were found to be -0.480, -0.388, -0.395, and 0.464, all were significant at the 0.01 level. Therefore, the findings show that there is an inverse and significant relationship between emotional intelligence and hidden curriculum.
Discussion
The more emotionally intelligent people are, the more they are likely to be affected by the hidden curriculum, because the hidden curriculum is an important and effective part of the educational process that is not easily understood, but affects various aspects of students’ education. The results of the research showed that there is an inverse and significant relationship between emotional intelligence and sexual violence of respondents. The higher emotional intelligence they have, the lower their sexual violence and vice versa. These results are in line with the findings of Safai Mohd and Izdi Far (2016), Jaafarian et al. (2016), Rezaei and Abdar (2016), Malvaso et. al. (2018), Schneider and Hirsch (2018). In explaining this hypothesis, it can be said that emotional intelligence can predict sexual violence. Women who have high emotional intelligence are able to understand the positive and negative emotions of themselves and their spouses, have empathic abilities, accept responsibility, and have patience and tolerance in the face of life’s problems, and are able to overcome their anger and frustration. Women with high emotional intelligence have the ability to regulate and recognize their emotions such as fear and anger, and how to manage these situations, and they can better deal with difficult emotional situations and do not express any violence against their spouses. In interactions full of tension and conflict in married life, even women who are very resistant and patient feel crushed and face severe physical symptoms (such as contractions and stomach pains, increased heart rate, sweating palms, headaches, etc.) that threatens them, and they feel powerless, confused and anxious. In such a situation, they may become automatically and involuntarily angry. Overall, based on the findings of the studies, if people have more information and awareness of each other’s emotions, the amount of sexual violence will decrease.
Ethical Considerations
Authors’ contributions: The authors contributed effectively to this article.
Funding: This article does not receive any financial support for its publication by any entity or organization. Conflicts of interest: In the present study, the authors showed no conflict of interest.
Acknowledgments: In this article, in addition to observing the principles of professional conduct, all rights related to the sources cited are respected and the references are carefully cited
Ghahari, Shahrabano; Atef Vahid, Mohammad Kazem; and Yousefi, Hamid. (2005). Investigating the rate of spousal abuse among students of Tankabon Azad University in 2013. Mazandaran Scientific and Research Journal of Medical Sciences, 15(50), 89-83. (in Persian) https://jmums.mazums.ac.ir/article-1-717-fa.html
Imani, Sadaf (2013), the relationship between the hidden curriculum and the educational attrition of the students of Bu Ali Sina University, Hamedan, Master’s thesis, supervisor: Abolqasem Yaqoubi, Bu Ali Sina University, Hamedan. (in Persian )
Jafarian, Tayyabe; Fathi, Mansour; Arshi, Maleeha; and Qadri, Ramzan Ali. (2016). Investigating the effect of men’s emotional intelligence on violence against women among married couples. Knowledge and Research in Applied Psychology, 16(4), 76-83. (in Persian) https://sanad.iau.ir/fa/Journal/jsrp/Article/892290
Malvaso, C. G.; Delfabbro, P. H.; Day, A. & Nobes, G. (2018). The maltreatment-violence link: Exploring the role of maltreatment experiences and other individual and social risk factors among young people who offend, Journal of Criminal Justice, Volume 55, Marchâ, Pages 35-45. https://ideas.repec.org/a/eee/jcjust/v55y2018icp35-45.html
Rezaei, Mehdi and Abdar, Shirin. (2016). Sexual violence in the family: a qualitative study, two-quarter specialized scientific journal of women’s research, Research Institute of Humanities and Cultural Sciences, 8(19): 35-59. (in Persian ) https://journals.ihcs.ac.ir/article_2660.html
Schneider, M. & Hirsch, J. S. (2018). Comprehensive sexuality education as a primary prevention strategy for sexual violence perpetration. Trauma, Violence, & Abuse, 1524838018772855.
Safai Mohd, Saeed; and Izadifar, Afsane. (2016). Examining violent behaviors learned in school from the perspective of the hidden curriculum. Quarterly Journal of Qualitative Research in Curriculum, 3(6), 127-150. (in Persian) https://qric.atu.ac.ir/article_9058.html
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Received: 2021/04/25 | Accepted: 2024/11/26 | Published: 2024/12/30
Received: 2021/04/25 | Accepted: 2024/11/26 | Published: 2024/12/30
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