RT Journal Article
T1 Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models
A1 Jiménez-Pérez, Elena del Pilar
A1 Vicente - Yagüe Jara, Mª Isabel
A1 Gutiérrez-Fresneda, Raúl
A1 García-Guirao, Pedro
K1 Educación
AB 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.
PB IOAP-MPDI
YR 2021
FD 2021-02-07
LK https://hdl.handle.net/10630/26109
UL https://hdl.handle.net/10630/26109
LA eng
NO Jiménez-Pérez E, de Vicente-Yagüe Jara M-I, Gutiérrez-Fresneda R, García-Guirao P. Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models. Sustainability. 2021; 13(4):1803. https://doi.org/10.3390/su13041803
NO The research reported in this document was supported by the Spanish Association of Reading Comprehension of the Kingdom of Spain. The non-profit entity in the statutes recognizes the objectives of research in the field of reading and related areas. We thank our colleagues for their help and recognition. The ethical guidelines used here were previously reviewed and approved by the Ethics Committee of the Spanish Association of Reading Comprehension, AECL. Partial funding for open access charge: Universidad de Málaga
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026