Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models
| Autor: | Pedro García-Guirao, Raúl Gutiérrez-Fresneda, María-Isabel de Vicente-Yagüe Jara, Elena Jiménez-Pérez |
|---|---|
| Přispěvatelé: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica, Lenguas Europeas y su Didáctica (LEyD) |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Mediation (statistics)
media_common.quotation_subject Geography Planning and Development TJ807-830 050109 social psychology Context (language use) Management Monitoring Policy and Law emotional intelligence Baccalaureate TD194-195 baccalaureate Renewable energy sources Factorial ANCOVA Developmental psychology Psicología Evolutiva y de la Educación Reading (process) GE1-350 0501 psychology and cognitive sciences mediation analysis Competence (human resources) media_common Environmental effects of industries and plants Renewable Energy Sustainability and the Environment Emotional intelligence 05 social sciences Reading competence 050301 education factorial ANCOVA Environmental sciences Sustainable society Reading comprehension Mediation analysis Factorial analysis reading competence Psychology 0503 education |
| Zdroj: | Sustainability Volume 13 Issue 4 Sustainability, Vol 13, Iss 1803, p 1803 (2021) RUA. Repositorio Institucional de la Universidad de Alicante Universidad de Alicante (UA) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su13041803 |
| Popis: | The influence of the family on the education of children is indisputable, and the mother plays a fundamental role as a direct influence on the educational process of children, especially on their reading competence. Systematically, the role of education has been delegated to the teacher when, even in academic aspects, the values of a society influence the education of the new generations. A sustainable society goes through a sustainable education, instilling values from a well-developed emotional intelligence. The objective of this study is to establish for first time the existence of relationships among reading habits, sex, and mother′s emotional intelligence regarding the reading comprehension of children. Participants included 521 adolescent baccalaureates aged between 16 and 17 years old, who attended three public baccalaureate schools in the province of Málaga and four public high schools in the province of Granada, all located in areas of medium socio-cultural context. Mediation and factorial analysis of covariance (ANCOVA) analyses were performed. The results show that girls with higher emotional intelligence and whose mothers have higher reading habits obtain higher reading competence. The research reported in this document was supported by the Spanish Association of Reading Comprehension of the Kingdom of Spain. |
| Databáze: | OpenAIRE |
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