In a groundbreaking study poised to reshape our understanding of emotional intelligence development within the context of physical education, researchers Arévalo-Martínez, Vílchez-Conesa, Melguizo-Ibáñez, and their colleagues have unveiled a comprehensive structural equation model that elucidates the complex interplay between parental educational styles and emotional intelligence, further highlighting the critical mediating and moderating role of gender. Published in the prestigious BMC Psychology journal in 2025, this research brings forth detailed insights into how gender dynamics influence the psychological outcomes of educational approaches at home, especially as they manifest in the physical education domain.
Emotional intelligence (EI) has long been recognized as a vital component of overall psychological health and social functioning. Defined as the ability to perceive, use, understand, and manage emotions effectively, EI plays a crucial role in physical education settings where interpersonal dynamics and emotional regulation are fundamental. However, the pathways through which family environments, specifically parental educational styles, shape such competencies have remained relatively underexplored until now. This study addresses that gap using an advanced statistical framework—structural equation modeling (SEM)—which allows for simultaneous analysis of multiple relationships, providing nuanced clarity of how gender functions both as a mediator and moderator within this developmental context.
The study conceptualizes parental educational styles through well-established typologies encompassing authoritative, authoritarian, permissive, and neglectful frameworks. Authoritative parenting, characterized by warmth and structure, has traditionally been linked with positive emotional and social outcomes. Contrastingly, authoritarian and neglectful styles often correlate with deficits in emotional regulation and social competence. By integrating these paradigms with the specific context of physical education, the research extends the field’s understanding of how parenting styles translate into emotional skillsets necessary for adaptive physical and social activity.
Gender’s role in this matrix is especially revealing. Rather than acting merely as a demographic variable, gender operates intricately as both a mediating and moderating factor. Mediation implies that gender influences the pathway from parental style to emotional intelligence, possibly transforming or channeling the effects differently for males and females. Moderation suggests that the strength or direction of these relationships varies by gender, indicating that the same parental approach might produce divergent emotional outcomes depending on whether the child is a boy or girl. This dual role underscores the nuanced ways in which gender socialization processes interact with familial influences to shape emotional learning.
The implications of these findings resonate deeply within pedagogical and psychological frameworks. For educators, particularly those in physical education, recognizing that emotional intelligence development is not merely about individual traits but also relational and contextual dimensions is transformative. Physical education often entails teamwork, competition, and cooperation—settings rich in emotional exchange. Understanding how parental influences, filtered through gendered experiences, affect students’ emotional skills equips educators with strategies to foster inclusivity and emotional competency more effectively.
Furthermore, the study employs robust methodological rigor by collecting large-scale data from diverse populations engaging in physical education programs, ensuring broad applicability of the results. Advanced SEM techniques accommodate the complexity of these interrelated variables, offering clarity beyond traditional correlational studies. By dissecting latent constructs and observed variables within a unified model, researchers provide compelling evidence that the interaction between parental styles and gender is not only significant but essential in predicting emotional intelligence outcomes.
Critically, the research challenges simplistic assumptions about uniform parenting effects. The findings suggest that authoritative parenting may promote emotional intelligence more strongly in one gender compared to another, illuminating potential cultural and societal influences embedded within gender norms. Such insights invite policymakers to consider gender-sensitive approaches in family education programs aimed at nurturing emotional intelligence, suggesting tailored interventions might yield more effective developmental results.
Moreover, the study sheds light on the potential psychosocial mechanisms underpinning these gendered pathways. For instance, boys and girls might internalize parental behavioral cues differently, influenced by societal expectations related to masculinity and femininity. These internalizations could affect emotional expression, empathy, and emotional regulation skills, all fundamental aspects of emotional intelligence, especially within the high-interaction environment of physical education where emotions run high and social cues are frequent.
Equally important is the emphasis on the physical education setting, a context where emotional intelligence can be crucial for not only personal growth but team cohesion and performance. Physical education environments serve as real-world laboratories for emotional skill application, including conflict resolution, motivation, stress management, and collaborative problem-solving. Understanding familial influences and gender dynamics in this arena paves the way for targeted emotional intelligence enhancement programs that can improve both psychological well-being and physical education outcomes.
The research also contributes to the broader discourse surrounding emotional intelligence as a multi-dimensional construct sensitive to environmental variables, highlighting familial contexts as pivotal. While many studies have focused on school or peer environments, parental influences hold foundational importance in shaping children’s emotional schemas. By integrating gender as a critical factor in this relationship, the research advances contemporary psychological theories surrounding developmental trajectories and emotional competence formation.
In practice, the findings advocate for nuanced educational counseling that incorporates family background assessments as part of emotional intelligence development initiatives. Professionals working with youth in physical education or broader educational domains can benefit from knowledge about gender-specific parental influence patterns to better support students’ emotional and social maturation processes.
The study’s innovative application of structural equation modeling also sets a precedent for future research at the intersection of family psychology, gender studies, and educational science. By successfully quantifying complex mediation and moderation effects, this research exemplifies how sophisticated analytical tools can unravel previously obscured relational pathways, urging a move toward more integrative and multifactorial models in psychological research.
Importantly, this investigation highlights gaps and avenues for further exploration, including potential cultural influences on the interplay between parenting styles, gender, and emotional intelligence. Cross-cultural validations, longitudinal designs, and experimental interventions may deepen understanding and translate findings into effective educational policies and family engagement strategies.
As emotional intelligence becomes increasingly recognized for its role in holistic education and lifelong success, studies such as this provide empirical foundations for enriching educational environments. The recognition that parental educational practices and gender roles intertwine to influence psychological development emphasizes the necessity of adopting comprehensive approaches that respect individual differences and social contexts.
Ultimately, the research by Arévalo-Martínez and colleagues invites educators, psychologists, and policymakers to rethink traditional paradigms surrounding emotional intelligence development. It presents a compelling case for integrating gender-sensitive familial education frameworks within physical education to foster emotionally intelligent, socially competent individuals poised to thrive in complex social landscapes.
This paradigm shift towards understanding emotional intelligence through the lenses of family, gender, and education promises to invigorate scientific discourse and practical application alike, promising more enlightened approaches to nurturing emotional health in educational settings worldwide.
Subject of Research: The study investigates the mediating and moderating role of gender in the relationship between parental educational styles and emotional intelligence within the context of physical education.
Article Title: 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.
Article References:
Arévalo-Martínez, F.J., Vílchez-Conesa, P., Melguizo-Ibáñez, E. et al. 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. BMC Psychol (2025). https://doi.org/10.1186/s40359-025-03824-4
Image Credits: AI Generated
