The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension

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 cont...

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Autores: Ondé, D., Cabellos, Beatriz, Gràcia Garcia, Marta, Jiménez, Virginia, Alvarado, Jesús M.
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Recursos:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/215070
Acesso em linha:https://hdl.handle.net/2445/215070
Access Level:acceso abierto
Palavra-chave:Alumnes
Comprensió de la lectura
Estudiants
Intel·ligència emocional
Comunicació oral
School children
Reading comprehension
Students
Emotional intelligence
Oral communication
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spelling The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading ComprehensionOndé, D.Cabellos, BeatrizGràcia Garcia, MartaJiménez, VirginiaAlvarado, Jesús M.AlumnesComprensió de la lecturaEstudiantsIntel·ligència emocionalComunicació oralSchool childrenReading comprehensionStudentsEmotional intelligenceOral communicationEmotional 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.2024202420232024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion21 p.application/pdfapplication/pdfhttps://hdl.handle.net/2445/215070Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.3390/educsci13121249Education Sciences, 2023, vol. 13, num.12, 1249https://doi.org/10.3390/educsci13121249cc-by (c) Ondé, D. et al., 2023http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2150702026-05-29T05:05:01Z
dc.title.none.fl_str_mv The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
title The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
spellingShingle The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
Ondé, D.
Alumnes
Comprensió de la lectura
Estudiants
Intel·ligència emocional
Comunicació oral
School children
Reading comprehension
Students
Emotional intelligence
Oral communication
title_short The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
title_full The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
title_fullStr The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
title_full_unstemmed The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
title_sort The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
dc.creator.none.fl_str_mv Ondé, D.
Cabellos, Beatriz
Gràcia Garcia, Marta
Jiménez, Virginia
Alvarado, Jesús M.
author Ondé, D.
author_facet Ondé, D.
Cabellos, Beatriz
Gràcia Garcia, Marta
Jiménez, Virginia
Alvarado, Jesús M.
author_role author
author2 Cabellos, Beatriz
Gràcia Garcia, Marta
Jiménez, Virginia
Alvarado, Jesús M.
author2_role author
author
author
author
dc.subject.none.fl_str_mv Alumnes
Comprensió de la lectura
Estudiants
Intel·ligència emocional
Comunicació oral
School children
Reading comprehension
Students
Emotional intelligence
Oral communication
topic Alumnes
Comprensió de la lectura
Estudiants
Intel·ligència emocional
Comunicació oral
School children
Reading comprehension
Students
Emotional intelligence
Oral communication
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/215070
url https://hdl.handle.net/2445/215070
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3390/educsci13121249
Education Sciences, 2023, vol. 13, num.12, 1249
https://doi.org/10.3390/educsci13121249
dc.rights.none.fl_str_mv cc-by (c) Ondé, D. et al., 2023
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Ondé, D. et al., 2023
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 21 p.
application/pdf
application/pdf
dc.source.none.fl_str_mv Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812455

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