Ondé, DanielCabellos, BeatrizGràcia, MartaJiménez, VirginiaAlvarado, Jesús María2024-10-282024-10-282023Ondé, D., Cabellos, B., Gràcia, M., Jiménez, V., & Alvarado, J. M. (2023). The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension. Education Sciences, 13(12), 1249.2227-7102https://hdl.handle.net/10115/40764Emotional Intelligence (EI) is considered a fundamental variable for a person’s adequate psychosocial adjustment. In education, its importance transcends the level of interpersonal relationships, and has been proposed as a variable that somehow influences academic performance, although there is controversy about whether its effect is direct or, rather, an intermediate variable. The present research analyses, from a sample of 327 students (52.6% female and mean age = 14.5), the relationship of EI with respect to the knowledge and management of oral communication and reading meta-comprehension strategies, which should directly affect different educational outcomes. In order to assess both the direct and indirect effects of these variables, a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach has been proposed, due to its versatility and the possibility of jointly analysing reflective and formative measures. The results show that EI indirectly affects reading self-concept and reading comprehension, as it is involved in the management and handling of both effective oral communication and reading meta-comprehension strategies.engAtribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/PLS-SEMoral communicationemotional intelligencereading comprehensionmeta-comprehension strategiesreading self-conceptinfo:eu-repo/semantics/article10.3390/educsci13121249info:eu-repo/semantics/openAccess