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oai:docta.ucm.es:20.500.14352/987502025-03-18T12:31:58Zcom_20.500.14352_14col_20.500.14352_15

The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension Onde Pérez, Daniel Cabellos, Beatriz Gràcia, Marta Jiménez Rodríguez, Virginia Alvarado Izquierdo, Jesús María PLS-SEM Oral communication Emotional intelligence Reading comprehension Meta-comprehension strategies Reading self-concept Inteligencia emocional Psicología de la educación (Psicología) Psicometría 6104.01 Procesos Cognitivos 6105.05 Psicometría 6105.09 Validez de Tests 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. Ministry of Science, Innovation and Universities (Spain) Depto. de Psicobiología y Metodología en Ciencias del Comportamiento Fac. de Psicología TRUE pub 2024-02-05T09:59:16Z 2024-02-05T09:59:16Z 2023-12-18 journal article VoR https://hdl.handle.net/20.500.14352/98750 2227-7102 10.3390/educsci13121249 eng PID2019-105177GB-C21 PID2019-105177GB-C22 PID2022-136905OB-C21 PID2022-136905OB-C22 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. Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ open access application/pdf MDPI