Intervención lectora: correlación entre la inteligencia emocional y la competencia lectora en el alumnado de bachillerato

Jiménez, Elena del Pilar; Alarcón, Rafael; Vicente-Yagüe, María Isabel de

doi:10.1016/j.psicod.2018.10.001

Cited by 12 publications

(8 citation statements)

References 23 publications

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“…In summary, this study shows the influence exerted by mothers through their reading habits on the development of their children's reading competence. Girls prove to be better than boys in competition, independently of this maternal influence, which is why the natural female inclination towards the world of reading stands out, as has already been demonstrated [27,46]. However, the fundamental role of the mother in the family is clear, given the positive influence she exerts on the emotional aspect as well as on the reader, which is in addition to the need for working mothers to reconcile work and family life consistently, in a society with patriarchal biases, as it is our society.…”

Section: Discussionmentioning

confidence: 79%

“…From a different perspective, it is possible to introduce another element of study in the present work if we take into account that reading and emotional intelligence are two interrelated elements that affect the student's school environment [23,[44][45][46][47]. Certain studies have specified that not only are teacher-student relationships more positive, but work habits improve considerably [7,48,49].…”

Section: Emotions and Readingmentioning

confidence: 99%

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

et al. 2021

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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.

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Section: Discussionmentioning

confidence: 79%

Section: Emotions and Readingmentioning

confidence: 99%

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

et al. 2021

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“…This tie between emotions and reading skills has been observed in young adults (Jiménez-Pérez et al, 2020) as well as in young children (Waters et al, 2019). The literature emphasizes that mothers have a crucial role in mediating positive emotions and their benefits to the child's cognitive and language competence (Jiménez-Pérez et al, 2019), fostering the development of literacy abilities in all families where it is observed. On the other hand, the level of instructional quality varies according to sociofamilial characteristics.…”

Section: Theoretical Frameworkmentioning

confidence: 95%

The integration of affective characteristics of the family environment for a more comprehensive explanatory model of reading abilities

et al. 2022

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IntroductionThis research focuses on the influence of familial affective characteristics on family literacy practices and children’s reading abilities. Parenting stress and educational practices were two affective characteristics of interest. Parenting stress is defined as a state of psychological discomfort specifically associated with the education of a child whereas educational practices are defined as various means the parent uses to educate and socialize the child.MethodsA sample of 154 grade 1 children allowed for a correlational analysis between parenting stress, educational practices, the frequency of family reading activities, the diversity of literacy material available and the type of child-parent exchange (alphabet-focus or story-focus). Regression analyses were conducted to develop a model predicting reading abilities.ResultsThree result outcomes are of interest for the field of reading development. First, our study establishes relations between educational practices and certain aspects of family literacy: diversity of supports, frequency of exchanges, and type of child-parent exchange and it suggests that parental engagement plays a significant role in various aspects related to at-home discussions about books. Second, our regression analysis highlights evidence that parenting stress is an explanatory factor directly linked to the child’s reading abilities. Therefore, our findings add reading abilities to the list of developmental aspects that is affected by parenting stress. Finally, the results show that, when parenting stress and educational practices are integrated in the predictive model, the story-focus exchanges remain predictive of reading abilities but not the alphabet-focus exchanges.DiscussionOur findings confirm that the benefit of parent–child exchange on reading abilities is dependent of conditions of the family environment in which these activities occur. These findings also lead us to question the value of making alphabet-focus exchanges, the cornerstone of some literacy programs in family settings. Our findings call for caution when implementing such programs in family context. In fact, activities involving conversation about the meaning of a text or the links between the text and the child’s everyday reality represent the only activities, in our study, that had a beneficial effect on reading abilities while remaining permeable to parenting stress.

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“…En resumen, en esta muestra se observa que la influencia que ejercen las madres a través de sus hábitos de lectura sobre el desarrollo de sus hijos en competencia lectora es significativa. Las niñas demuestran ser mejores que los niños en competencia independientemente de dicha influencia maternal, por lo que se destaca la inclinación natural del sexo femenino hacia el mundo de la lectura que, como ya se ha demostrado (Jiménez-Pérez et al, 2019), es la forma natural de entrenar la competencia lectora (Jiménez-Pérez, 2014). Sin embargo, queda patente el papel fundamental de la madre en el seno familiar dada la influencia positiva que ejerce en el aspecto emocional tanto como en el lector.…”

Section: Conclusiónunclassified

La influencia materna en la inteligencia emocional y la competencia lectora de sus hijos

Pérez

Martínez-León

Muñoz

2020

Ocnos

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La influencia de la familia en la educación de los niños es indiscutible y las madres juegan un papel fundamental en dicho proceso, especialmente en su competencia lectora. Por otro lado, la forma natural de entrenar la competencia lectora es leer, de modo que los hábitos de lectura consolidados de la madre puedan influir en sus hijos y en su competencia lectora, ya que ambas construcciones tienen una relación como lo demuestran estudios recientes. Además, diferentes investigaciones apuntan a la relación entre la lectura y la inteligencia emocional, por lo que estudiarlos en términos de hábitos de lectura materna puede generar información que matice el proceso de enseñanza-aprendizaje. El objetivo de este estudio es establecer la existencia de relaciones entre los hábitos de lectura, el sexo y la inteligencia emocional con respecto a la comprensión lectora de sus hijos. Participaron 644 estudiantes de secundaria (303 hombres y 341 mujeres), que asistieron a tres escuelas secundarias públicas en la provincia de Málaga y dos en la provincia de Granada. Todos ellos ubicados en zonas de contexto sociocultural medio. Los resultados muestran que las niñas con mayor inteligencia emocional y cuyas madres tienen mayores hábitos de lectura obtienen una mayor competencia lectora.

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Intervención lectora: correlación entre la inteligencia emocional y la competencia lectora en el alumnado de bachillerato

Cited by 12 publications

References 23 publications

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

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

The integration of affective characteristics of the family environment for a more comprehensive explanatory model of reading abilities

La influencia materna en la inteligencia emocional y la competencia lectora de sus hijos

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