Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17250%2F21%3AA22028U8" target="_blank" >RIV/61988987:17250/21:A22028U8 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/13/4/1803" target="_blank" >https://www.mdpi.com/2071-1050/13/4/1803</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su13041803" target="_blank" >10.3390/su13041803</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

2071-1050

Svazek periodika

13

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

16

Strana od-do

1-16

Kód UT WoS článku

000624831800001

EID výsledku v databázi Scopus

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