Reading Intervention: Correlation Between Emotional Intelligence and Reading Competence in High School Students

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

doi:10.1016/j.psicoe.2018.10.001

Cited by 10 publications

(8 citation statements)

References 21 publications

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“…Another limitation of the study is that it was not developed from a longitudinal design, instead of the non-longitudinal descriptive one finally carried out, which would have been very interesting for the complementary data it could have provided. However, there are other recent studies [133,134] that have done so using the same MECD instrument [97] that we used, so we decided to focus it more specifically on the selected object of study.…”

Section: Discussionmentioning

confidence: 99%

Influence of Mothers’ Habits on Reading Skills and Emotional Intelligence of University Students: Relationships in the Social and Educational Context

Pérez

Barrientos–Báez

Caldevilla-Domínguez

et al. 2020

Behavioral Sciences

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Numerous studies show that the family plays a crucial role not only in the education of children but also in the acquisition of skills in the process of teaching and formal learning, especially in their reading competence. Furthermore, within the family, studies point to the basic role of the mother as the main axis of both educational and social teaching. The approach of this research aims to analyze whether maternal habits can influence the reading competence of their children. On the other hand, numerous studies point to the relationship between reading skills and emotional intelligence. Its inclusion in the equation of this construct can give information that will nuance the learning process in this evolutionary process. Thus, in this research, the objective is to establish the existence of a relationship between maternal reading habits with respect to reading competence and emotional intelligence in post-adolescents. Four-hundred-twenty first-year university students participated between the ages of 18 and 20 (43.8% men and 56.2% women) from the Andalusian universities of Granada, Malaga, and Jaen, all of them located in areas of medium socio-cultural context. Moderate mediation and factorial ANCOVA analyses have been carried out. The results point to the fact that the profile of the post-adolescents with the best score in reading competence also scores better in emotional intelligence and their mothers are those who score highest in reading habits. Thus, the role of the mother within the family is even more important than it appears in a society that seeks parity. New forms of work–family conciliation are necessary in order not to break the mother–child bond.

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Section: Discussionmentioning

confidence: 99%

Influence of Mothers’ Habits on Reading Skills and Emotional Intelligence of University Students: Relationships in the Social and Educational Context

Pérez

Barrientos–Báez

Caldevilla-Domínguez

et al. 2020

Behavioral Sciences

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“…Такие элементы в мультимодальном тексте призваны погрузить читателя в контент, повысить информативность материала, вызвать эмоциональный отклик. Как отечественные, так и зарубежные исследователи подтверждают взаимосвязь между развитием читательских навыков и такими фундаментально важными жизненными компетенциями, как эмоциональный интеллект, способность интерпретировать полученную информацию и получать удовлетворение от приобретения новых знаний, что составляет основу развития поисковой активности личности (Зубова, 2018;Del Pilar Jiménez et al, 2019;Rogiers et al, 2020). При условии эффективного овладения технологиями чтения традиционного текста знакомство с мультимодальным произведением дополняется новыми навыками, а существующие читательские практики трансформируются для работы с новым видом текста.…”

Section: проблема читательских практик современных студентов вузовunclassified

The Role of University Library in the Development of Information Culture of Students Studying Journalism

Mershieva

2022

Библиосфера

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Аннотация. Статья посвящена выявлению роли вузовской библиотеки в формировании профессиональных компетенций студентов-журналистов. Актуальность проблемы связана со снижением информационных компетенций специалистов сферы массмедиа, которое отражается не только на качестве информационных потоков, но и на развитии аудитории, создающей и распространяюшей ложные концепции и фактические ошибки. Цель исследования -определить степень влияния библиотеки на формирование элементов информационной культуры у обучающихся направления подготовки «Журналистика». Обозначены основные проблемы, возникающие при работе студентов с библиотечными технологиями, представлены пути их решения. Реализован эксперимент по формированию основ библиотечноинформационной грамотности в контексте развития навыков профессионального чтения, даны рекомендации по проведению занятий со студентами первого курса. Исследование может представлять интерес для педагогов, осуществляющих подготовку специалистов сферы массмедиа, сотрудников вузовских библиотек, специалистов, работающих с юнкорами в рамках профориентационных проектов. Ключевые слова: мультимодальный текст, вузовская библиотека, читательские модификации, специалисты масс-медиа, информационная культура Для цитирования: Мершиева А. Д. Роль вузовской библиотеки в развитии информационной культуры студентовжурналистов // Библиосфера. 2023. № 1. С. 22-30.

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“…Reading comprehension refers to an ability to acquire literal or inferential meaning from the given text through the interaction between sentences’ cognition process and situation image construction ( Snow, 2002 ; Cain et al, 2004 ; Dong et al, 2021 , 2022 ). Regardless of whether it an Eastern or a Western country, reading comprehension plays a vital role in human career development, knowledge base construction, and language ability development and even in printed script-based communication ( Carretti et al, 2009 ; García and Cain, 2014 ; del Pilar Jiménez et al, 2019 ). As one kind of foundational knowledge and linguistic skill, grammatical knowledge could influence reading fluency and reading accuracy and further influence reading comprehension through discourse comprehension (e.g., Alderson, 2000 , p. 37; Muter et al, 2004 ; Chik et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

The relationship between grammatical knowledge and reading comprehension: A meta-analysis

Zheng¹,

Miao

Dong

et al. 2023

Front. Psychol.

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The study aimed to examine the cohesive tie effect on reading comprehension through the grammatical knowledge cognition process. The present meta-analysis examined the correlation between grammatical knowledge and reading comprehension based on empirical results published between 1998 and 2021. This study selected 86 studies with a total of 14,852 readers whose grades were grouped from primary school to university. The results showed that the overall correlation effect size between grammatical knowledge and reading comprehension was large, and the significant interaction effect of the grade group was confirmed through moderator analysis. The results suggested that the grammatical knowledge’s function of the cohesive tie has a transfer effect across different text comprehension scripts.

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Reading Intervention: Correlation Between Emotional Intelligence and Reading Competence in High School Students

Cited by 10 publications

References 21 publications

Influence of Mothers’ Habits on Reading Skills and Emotional Intelligence of University Students: Relationships in the Social and Educational Context

Influence of Mothers’ Habits on Reading Skills and Emotional Intelligence of University Students: Relationships in the Social and Educational Context

The Role of University Library in the Development of Information Culture of Students Studying Journalism

The relationship between grammatical knowledge and reading comprehension: A meta-analysis

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