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

Author

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  • Elena Jiménez-Pérez

    (Department of Didactics of Language and Literature, Faculty of Education Science, Campus de Teatinos, Universidad de Málaga, 29071 Malaga, Spain)

  • María-Isabel de Vicente-Yagüe Jara

    (Department of Didactics of Language and Literature, Faculty of Education Science, Campus Espinardo, Universidad de Murcia, 30100 Murcia, Spain)

  • Raúl Gutiérrez-Fresneda

    (Department of Development Psychology and Teaching, Universidad de Alicante, Carretera de San Vicente del Raspeig s/n, 03690 San Vicente del Raspeig, Spain)

  • Pedro García-Guirao

    (Romance Studies Department, Faculty of Arts, University of Ostrava, Mlýnská 5, 702 00 Ostrava, Czech Republic)

Abstract

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.

Suggested Citation

  • Elena Jiménez-Pérez & María-Isabel de Vicente-Yagüe Jara & Raúl Gutiérrez-Fresneda & Pedro García-Guirao, 2021. "Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1803-:d:495242
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    References listed on IDEAS

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    1. Ali Al Nima & Patricia Rosenberg & Trevor Archer & Danilo Garcia, 2013. "Anxiety, Affect, Self-Esteem, and Stress: Mediation and Moderation Effects on Depression," PLOS ONE, Public Library of Science, vol. 8(9), pages 1-8, September.
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