Thesis:

Investigating the relationship between hidden curriculum and academic procrastination with regard to the mediating role of emotional intelligence in secondary school boys of Esfarain city

The aim of this study was to determine the relationship between the hidden curriculum and academic procrastination with regard to the mediating role of emotional intelligence in male high school students in Esfarayen city. The research method was applied in terms of purpose and correlational in terms of descriptive method. The statistical population included all male high school students in Esfarayen city in the academic year 1402-1403, and 322 people were selected as sample individuals using the multi-stage random cluster sampling method and the Krejci and Morgan formula (1970). To collect data, the Hidden Curriculum Questionnaire by Taqvaei Yazdali (2013), the Academic Procrastination Questionnaire by Solomon and Rayblom (1984), and the Emotional Intelligence Trait Questionnaire by Petrides and Farnham (2006) were used. In the present study, Gottman couple therapy was implemented in 10 sessions. Descriptive statistics (mean, standard deviation) and inferential statistics (correlation coefficient) were used to analyze the data. The results of the study showed that there is a significant relationship between the hidden curriculum and academic procrastination in second-year high school students in Esfarayen city, and there is a significant relationship between the hidden curriculum and emotional intelligence in second-year high school students in Esfarayen city. Also, emotional intelligence plays a mediating role in the relationship between the hidden curriculum and academic procrastination in second-year high school students in Esfarayen city.

Keywords: Hidden curriculum, academic procrastination, emotional intelligence