Reading InterventionCorrelation Between Emotional Intelligence and Reading Competence in High School Students.

  1. Jiménez, Elena del Pilar 1
  2. Alarcón, Rafael 2
  3. de Vicente-Yague, María Isabel 3
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  3. 3 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2019

Volume: 24

Issue: 1

Type: Article

DOI: 10.1016/J.PSICOD.2018.10.001 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Metrics

Cited by

  • Scopus Cited by: 18 (15-02-2024)
  • Dialnet Métricas Cited by: 7 (18-02-2024)
  • Web of Science Cited by: 14 (26-10-2023)
  • Dimensions Cited by: 7 (27-12-2023)

JCR (Journal Impact Factor)

  • Year 2019
  • Journal Impact Factor: 3.05
  • Journal Impact Factor without self cites: 2.525
  • Article influence score: 0.448
  • Best Quartile: Q1
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q1 Rank in area: 9/60 (Ranking edition: SSCI)
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 28/263 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.837
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 249/1616
  • Area: Developmental and Educational Psychology Quartile: Q2 Rank in area: 123/361

Índice Dialnet de Revistas

  • Year 2019
  • Journal Impact: 3.310
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 3/112
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 2/241

CIRC

  • Social Sciences: A+

Scopus CiteScore

  • Year 2019
  • CiteScore of the Journal : 3.8
  • Area: Education Percentile: 90
  • Area: Developmental and Educational Psychology Percentile: 78

Journal Citation Indicator (JCI)

  • Year 2019
  • Journal Citation Indicator (JCI): 1.91
  • Best Quartile: Q1
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q1 Rank in area: 8/74
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 65/723

Dimensions

(Data updated as of 27-12-2023)
  • Total citations: 7
  • Recent citations (2 years): 4

Abstract

In the present work, a reading intervention program was carried out in high school students during two academic years, in order to evaluate its effectiveness on reading comprehension and emotional intelligence. 521 high school students participated, of which 244 are male students and 277 are female students. In the intervened group (n=258) the reading is explained by meaning of tokens, 30 random juvenile readings are chosen and read at home by the students, without working on reading competence or emotional intelligence in a specific way, nor the construct of the motivation. In the control group (n=263), the guidelines specified in the current curriculum published by the Ministry of Education of the Junta de Andalucía are followed. The results show an increase in reading comprehension and emotional intelligence in the experimental group after the intervention. The results point to a direct relationship between reading habits, reading competence and emotional intelligence, in the same way, the results in the intervention group are significantly better than in control in both reading and emotional intelligence.

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