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

• Main Authors: Daniel Ondé (Author), Beatriz Cabellos (Author), Marta Gràcia (Author), Virginia Jiménez (Author), Jesús M. Alvarado (Author)
• Format: Book
• Published: MDPI AG, 2023-12-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci13121249; 2227-7102
• Keywords: PLS-SEM; oral communication; emotional intelligence; reading comprehension; meta-comprehension strategies; reading self-concept; Education; L
• Source: Education Sciences, Vol 13, Iss 12, p 1249 (2023)

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.