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Title: | The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension |
Author: | Ondé, D. Cabellos, Beatriz Gràcia Garcia, Marta Jiménez, Virginia Alvarado, Jesús M. |
Keywords: | Alumnes Comprensió de la lectura Estudiants Intel·ligència emocional Comunicació oral School children Reading comprehension Students Emotional intelligence Oral communication |
Issue Date: | 18-Dec-2023 |
Abstract: | Emotional Intelligence (EI) is considered a fundamental variable for a person’s adequate psychosocial adjustment. In education, its importance transcends the level of interpersonal relationships, and has been proposed as a variable that somehow influences academic performance, although there is controversy about whether its effect is direct or, rather, an intermediate variable. The present research analyses, from a sample of 327 students (52.6% female and mean age = 14.5), therelationship of EI with respect to the knowledge and management of oral communication and reading meta-comprehension strategies, which should directly affect different educational outcomes. In order to assess both the direct and indirect effects of these variables, a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach has been proposed, due to its versatility and the possibility of jointly analysing reflective and formative measures. The results show that EI indirectly affects reading self-concept and reading comprehension, as it is involved in the management and handling of both effective oral communication and reading meta-comprehension strategies. |
Note: | Reproducció del document publicat a: https://doi.org/10.3390/educsci13121249 |
It is part of: | Education Sciences, 2023, vol. 13, num.12, 1249 |
URI: | http://hdl.handle.net/2445/215070 |
Related resource: | https://doi.org/10.3390/educsci13121249 |
Appears in Collections: | Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació) |
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