The Role of Parenting Style in Perceived Emotional Intelligence and Sexism among University Students

Valero-Ancco V.N.; Pari-Orihuela M.; Calsin-Chambilla Y.M. · Journal of Educational and Social Research (2026) · DOI: 10.36941/jesr-2026-0356

Resumen

The objective of the present study is to explain the relationships among parenting style, sexism and perceived emotional intelligence among university students based on a structural equation model. A quantitative approach with a nonexperimental, cross-sectional design and explanatory scope was used. The sample consisted of 526 university students. Standardized instruments were applied to evaluate parenting style, ambivalent sexism and perceived emotional intelligence. Data analysis was performed using structural equation modeling (SEM), considering a measurement model and a structural model with direct and indirect effects. The results show that parenting style directly and positively influences perceived emotional intelligence as well as sexism, thus confirming its role as a relevant antecedent of emotional development and the formation of gender attitudes. However, sexism did not show a substantive influence on emotional intelligence, nor did it act as a mediating variable in the relationship between parenting style and perceived emotional intelligence. These findings suggest that the influence of the family context on emotional development operates mainly in a direct way rather than through sexist attitudes. Parenting style is determined to be a key factor in the emotional and cognitive socialization of university students, which highlights the importance of promoting positive parenting practices to strengthen emotional intelligence and prevent sexist attitudes in educational contexts.

Instituciones: Universidad Nacional del Altiplano