European Journal of Education and Psychology

Cognitive Predictors of Reading Comprehension in Children from Diverse Socio-educational Contexts

2025-10-14T21:26:54+00:00

Socioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.

Parental Involvement and Homework Approaches: Longitudinal Effects on Deep and Surface Learning at the End of Primary Education

2025-10-13T23:55:14+00:00

Parental involvement in children's homework is a prevalent practice with potential long-term effects on students’ learning strategies. This longitudinal study examined 229 Spanish primary students from 4th to 6th grade to analyze how specific parental behaviors—help with homework, interest in progress, prioritization of homework, use of rewards, and confidence—predict students’ deep or surface approaches to homework. Structural modeling revealed that early parental prioritization and interest in children’s progress positively influenced a deep learning approach by 6th grade, while the use of rewards and excessive help predicted a surface approach. Confidence and interest shown by parents also reduced surface learning tendencies. These findings highlight the importance of fostering supportive, autonomy-enhancing parental practices to promote reflective engagement in homework tasks during the final stages of primary education.

Self-Concept, Gender Equality, and Discrimination in Physical Education: Analysis by Sex in Secondary Education

2025-02-08T12:17:16+00:00

Gender equality remains a critical focus in educational discourse. This study investigates sex-based differences and the interrelations among self-concept, perceived gender equality, and discrimination in physical education among secondary school students. A sample of 418 students was assessed using the Perception of Equality and Discrimination in Physical Education Questionnaire and the AF5 Self-Concept Scale. The analysis employed Mann–Whitney U tests, Spearman’s correlations, and regression modeling. Findings show that male students report higher physical, social, and family self-concept, while female students show greater emotional self-concept. Age correlates with increased discrimination and reduced academic and emotional self-concept in males, whereas in females, it associates with higher perceived equality and lower social self-concept. Perceived equality inversely correlates with discrimination and positively with academic self-concept across both sexes. Regression results indicate that discrimination, along with academic, social, and family self-concept, positively predicts physical self-concept, whereas emotional self-concept and sex have negative predictive effects. These insights inform educational interventions and teacher training

Socio-Emotional Competencies and Emotional Intelligence as Predictors of Teachers’ Attitudes Toward Inclusive Education

2025-09-29T20:25:16+00:00

This study investigates the predictive role of socio-emotional competencies—empathy, prosocial behavior, and emotional autonomy—and emotional intelligence dimensions—attention, clarity, and regulation—in shaping attitudes toward inclusive education among 405 in-service primary school teachers in Spain’s Valencian Community. Employing a quantitative, cross-sectional design, the research identifies significant associations between these psychological constructs and inclusive attitudes. Empathy and emotional autonomy emerged as the strongest socio-emotional predictors, while emotional attention, regulation, and clarity were robust predictors within the emotional intelligence domain. These findings highlight the relevance of emotional skills in fostering inclusive dispositions and underscore the need for targeted professional development programs to enhance teachers’ emotional capacities and promote equity-driven educational practices.

Early Learning Motivation as a Long-Term Predictor of Mathematical Achievement and Difficulties: A Seven-Year Longitudinal Study

2025-06-05T11:24:52+00:00

This seven-year longitudinal study examines the relationship and predictive capacity of early learning motivation—specifically competence-motivation, attention-persistence, and attitude—on later mathematical performance and its core curricular components (numeracy, calculation, geometry, information and probability, and problem-solving) at the end of primary school. The study also explores early motivational profiles of students categorized by their subsequent mathematical achievement, using percentiles from the Global Mathematical Competence Index of the EVAMAT-6 battery. The sample consisted of 91 children assessed at ages 5–6 and again at 11–12. Analyses revealed that early motivational dimensions significantly predicted future mathematical outcomes, with competence-motivation emerging as the strongest predictor. Children who later presented mathematical learning difficulties exhibited significantly lower early motivation compared to peers across all achievement levels. Findings highlight early perceived competence and persistence as potential early indicators of future mathematical performance and difficulties.