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...
| Autores: | , , , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2023 |
| País: | España |
| Recursos: | Universidad Complutense de Madrid (UCM) |
| Repositório: | Docta Complutense |
| Idioma: | inglês |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/98750 |
| Acesso em linha: | https://hdl.handle.net/20.500.14352/98750 |
| Access Level: | Acceso aberto |
| Palavra-chave: | 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 |
| Resumo: | 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. |
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