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Background <p>Parental educational styles condition the development of emotional intelligence in the educational context. The aim of this study is to develop a structural equation model (SEM) to assess the causal relationship between parenting styles and emotional intelligence according to gender in primary school students.</p> Method <p>This cross-sectional, exploratory and non-experimental study was conducted among 647 primary school students in Spain. A structural equation model was developed using maximum likelihood estimation, with goodness-of-fit tests (IFI, CFI, NFI, TLI; RMSEA). A multigroup analysis was also conducted to compare differences based on gender.</p> Results <p>The SEM presented acceptable fit indices (IFI = 0.900; CFI = 0.888; NFI = 0.925; TLI = 0.901; RMSEA = 0.073). A negative causal relationship of paternal criticism–rejection was found on emotional recognition (<i>β</i> = − 0.154; <i>p</i> &lt; 0.05), while the maternal affection–communication style showed positive effects on emotional recognition (<i>β</i> = 0.084; <i>p</i> &lt; 0.05), emotional control (<i>β</i> = 0.184; <i>p</i> &lt; 0.05), and empathy (<i>β</i> = 0.164; <i>p</i> &lt; 0.05). The multigroup analysis presented a moderating effect of gender, with stronger maternal causal relationship on girl’s emotional recognition (<i>β</i> = 0.186; <i>p</i> &lt; 0.05) and on boys’ emotional control (<i>β</i> = 0.266; <i>p</i> &lt; 0.05) and empathy (<i>β</i> = 0.193; <i>p</i> &lt; 0.05).</p> Conclusions <p>It is highlighted that parental practices based on affection play a relevant role in the development of emotional skills in childhood. Finally, the need to include a gender perspective in future actions aimed at both families and educational centres is highlighted.</p>

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A structural equation model of the mediating and moderating role of gender in the relationship between parental educational styles and emotional intelligence in physical education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月11日

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  • Francisco José Arévalo-Martínez,
  • Pilar Vílchez-Conesa,
  • Eduardo Melguizo-Ibáñez,
  • Manuel Antonio Ortiz-Franco

摘要

Background

Parental educational styles condition the development of emotional intelligence in the educational context. The aim of this study is to develop a structural equation model (SEM) to assess the causal relationship between parenting styles and emotional intelligence according to gender in primary school students.

Method

This cross-sectional, exploratory and non-experimental study was conducted among 647 primary school students in Spain. A structural equation model was developed using maximum likelihood estimation, with goodness-of-fit tests (IFI, CFI, NFI, TLI; RMSEA). A multigroup analysis was also conducted to compare differences based on gender.

Results

The SEM presented acceptable fit indices (IFI = 0.900; CFI = 0.888; NFI = 0.925; TLI = 0.901; RMSEA = 0.073). A negative causal relationship of paternal criticism–rejection was found on emotional recognition (β = − 0.154; p < 0.05), while the maternal affection–communication style showed positive effects on emotional recognition (β = 0.084; p < 0.05), emotional control (β = 0.184; p < 0.05), and empathy (β = 0.164; p < 0.05). The multigroup analysis presented a moderating effect of gender, with stronger maternal causal relationship on girl’s emotional recognition (β = 0.186; p < 0.05) and on boys’ emotional control (β = 0.266; p < 0.05) and empathy (β = 0.193; p < 0.05).

Conclusions

It is highlighted that parental practices based on affection play a relevant role in the development of emotional skills in childhood. Finally, the need to include a gender perspective in future actions aimed at both families and educational centres is highlighted.