RT Journal Article
T1 The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
A1 Onde Pérez, Daniel
A1 Cabellos, Beatriz
A1 Gràcia, Marta
A1 Jiménez Rodríguez, Virginia
A1 Alvarado Izquierdo, Jesús María
AB 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), the relationship 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.
PB MDPI
SN 2227-7102
YR 2023
FD 2023-12-18
LK https://hdl.handle.net/20.500.14352/98750
UL https://hdl.handle.net/20.500.14352/98750
LA eng
NO Ondé, D., Cabellos, B., Gràcia, M., Jiménez, V., & Alvarado, J. M. (2023). The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension. Education Sciences, 13(12), 1249.
NO Ministry of Science, Innovation and Universities (Spain)
DS Docta Complutense
RD 6 abr 2025