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

Abstract

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 TheSEMpresentedacceptablefitindices(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.