Impacto de una intervención basada en tertulias dialógicas y grupos interactivos para el desarrollo de la conducta prosocial en niños y adolescentes en una comunidad de aprendizaje

  1. Héctor Galindo-Domínguez 1
  2. Martín Sainz de la Maza 1
  3. Daniel Losada Iglesias 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2024

Número: 404

Páginas: 53-80

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2024-404-616 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Uno de los objetivos de las Comunidades de Aprendizaje es la búsqueda continua del desarrollo de una mejor convivencia y actitudes solidarias a través de Actuaciones Educativas de Éxito. Sin embargo, hasta la fecha se conoce poco sobre el impacto de las intervenciones realizadas en este tipo de centros educativos con este fin. Por ello, el objetivo de este estudio ha sido conocer si las principales Actuaciones Educativas de Éxito, como los grupos interactivos y las tertulias dialógicas, contribuyen a mejorar la conducta prosocial de los alumnos de Educación Primaria y Secundaria. Se realizó un estudio longitudinal en una Comunidad de Aprendizaje, en el que participaron 186 alumnos de Educación Primaria y Secundaria, que cumplimentaron la Escala Española de Evaluación de la Conducta Prosocial con una intervención intermedia de 9 meses. Los resultados revelaron que, tras la intervención, tanto el alumnado de Educación Primaria como el alumnado de Educación Secundaria no mostraron diferencias estadísticas significativas en ninguna de las dimensiones del instrumento de Conducta Prosocial, excepto en la dimensión de Ayudar, en la que los alumnos redujeron levemente sus valores a lo largo del tiempo. Estos resultados son relevantes para los profesionales de la educación por dos motivos: primero, porque permite al profesional reflexionar sobre la efectividad de las metodologías que se están llevando a cabo para mejorar la convivencia y las actitudes prosociales en las aulas; y segundo, porque los datos evidencian la importancia de diseñar intervenciones no centradas tanto en determinadas metodologías, sino en evidencias y marcos teórico-prácticos que permitan dar solidez a la intervención ejecutada, independientemente de la metodología usada.

Referencias bibliográficas

  • Amaro, A., Gómez, T., Marauri, J. (2020). Análisis cualitativo sobre la influencia del voluntariado en las Actuaciones Educativas de Éxito de Comunidades de Aprendizaje. Profesorado. Revista de Currículum & Formación del Profesorado, 24(2), 368-386. https://doi.org/10.30827/ profesorado.v24i2.14084
  • Arbel, R., Maciejewski, D.F., Ben-Yehuda, M., Shnaider, S., Benari, B., & Benita, M. (2022). Prosocial behavior and aggression in the daily school lives of early adolescents. Journal of Youth and Adolescence, 51, 1636-1652. https://doi.org/10.1007/s10964-022-01616-2
  • Balabanian, C., & Lemos, V. (2018). Desarrollo y estudio psicométrico de una Escala para Evaluar Conducta Prosocial en Adolescentes. Revista Iberoamericana de Diagnóstico y Evaluación, 48(3), 177-188. https:// doi.org/10.21865/RIDEP48.3.15
  • Blake, P. R., & McAuliffe, K. (2011). “I had so much it didn’t seem fair”: eight-year-olds reject two forms of inequity. Cognition, 120, 215–224. https://doi.org/10.1016/j.cognition.2011.04.006
  • Bosworth, K., Espelage, D., & DuBay, T. (1998). A computer-based violence prevention intervention for young adolescents: Pilot study. Adolescence, 33(132), 785–796. https://www.proquest.com/docview/ 195938156/
  • Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11(4), 302–306. https://doi.org/10.1111/1467- 9280.00260
  • Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffiano, A., Alessandri, G., Vecchio, G., & Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early adolescence: Evidence from a school-based intervention. International Journal of Behavioral Development, 38(4), 386-396. http://dx.doi.org/10.1177/0165025414531464
  • Caprara, G. V., Kanacri, B. P. L., Zuffianò, A., Gerbino, M., & Pastorelli, C. (2015). Why and how to promote adolescents’ prosocial behaviors: Direct, mediated and moderated effects of the CEPIDEA school-based program. Journal of Youth and Adolescence, 44(12), 2211–2229. https://doi.org/10.1007/s10964-015-0293-1
  • Caprara, G. V., Steca, P., Zelli, A., & Capanna, C. (2005). A new scale for measuring adults’ prosocialness. European Journal of Psychological Assessment, 21(2), 77–89. http://dx.doi.org/10.1027/1015-5759.21.2.77
  • Carlo, G., Mestre, M. V., McGinley, M. M., Tur-Porcar, A., Samper, P., & Opal, D. (2014). The protective role of prosocial behaviors on antisocial behaviors: The mediating effects of deviant peer affiliation. Journal of Adolescence, 37, 359–366. https://doi.org/10.1016/j. adolescence.2014.02.009
  • Carlo, G., Mestre, M. V., Samper, P., Tur, A., & Armenta, B. E. (2010). The longitudinal relations among dimensions of parenting styles, sympathy, prosocial moral reasoning, and prosocial behaviors. International Journal of Behavioral Development, 35(2), 116–124. http://dx.doi. org/10.1177/0165025410375921
  • Crocetti, E., Moscatelli, S., Van der Graaff, J., Rubini, M., Meeus, W., & Branje, S. (2016). The interplay of self-certainty and prosocial development in the transition from late adolescence to emerging adulthood. European Journal of Personality, 30, 594–607. https://doi. org/10.1002/per.2084
  • Díez-Palomar, J. & Flecha, R. (2010). Comunidades de aprendizaje: un proyecto de transformación social y educativa. Revista Interuniversitaria de Formación del Profesorado, 67(24,1), 19-30. https://www.redalyc. org/articulo.oa?id=27419180002
  • Dirks, M. A., Dunfield, K. A., & Recchia, H. E. (2018). Prosocial behavior with peers: Intentions, outcomes, and interpersonal adjustment. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (pp. 243–264). The Guilford Press.
  • Dunfield, K.A. (2014). A construct divided: prosocial behavior as helping, sharing and comforting subtypes. Frontiers in Psychology, 5, 958. https://doi.org/10.3389/fpsyg.2014.00958
  • Dunfield, K.A. & Kuhlmeier, V.A. (2013). Classifying prosocial behavior: children’s responses to instrumental need, emotional distress, and material desire. Child Developmental, 84, 1766–1776. https://doi. org/10.1111/cdev.12075
  • Dunfield K., Kuhlmeier, V.A., O’Connell, L., & Kelley, E. (2011). Examining the Diversity of Prosocial Behavior: Helping, Sharing, and Comforting in Infancy. Infancy, 16, 227–247. https://doi.org/10.1111/j.1532- 7078.2010.00041.x
  • Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In N. Eisenberg, W. Damon, & R.M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 646- 718). Wiley.
  • Eisenberg, N., Spinrad, T.L. and Valiente, C. (2018). Emotion-related Self-regulation and Children’s Social, Psychological, and Academic Functioning. In K. Shigemasu, S. Kuwano, T. Sato and T. Matsuzawa (Eds.), Diversity in Harmony – Insights from Psychology. https://doi. org/10.1002/9781119362081.ch14
  • Fehr, E., & Fischbacher, U. (2003). The nature of human altruism. Nature, 425, 785–791. https://doi.org/10.1038/nature02043
  • Foncillas, M., Santiago-Garabieta, M., & Tellado, I. (2020). Análisis de las Tertulias Literarias Dialógicas en Educación Primaria: un Estudio de Caso a través de las Voces & Dibujos argumentados del alumnado. REMIE. Multidisciplinary Journal of Educational Research, 10(3), 205-225. https://doi.org/10.17583/remie.2020.5645
  • Formosa, M. & Ramis-Salas, M, (2012). El tiempo de aprendizaje más allá del aula. Cuadernos de Pedagogía, 429, 42-44.
  • Galindo-Domínguez, H. (2020). Estadística para no estadísticos. Una guía básica sobre la metodología cuantitativa de trabajos académicos. 3Ciencias.
  • García-Carrión, R., Martínez, Z., & Villardón, L. (2016). Tertulias literarias dialógicas: herramienta para una educación de éxito. Revista Padres & Maestros, 367, 42-47. https://doi.org/10.14422/pym.i367.y2016.008
  • García-Carrión, R., Villardón-Gallego, Martínez-de-la-Hidalga, Z., & Marauri, J. (2020). Exploring the Impact of Dialogic Literary Gatherings on Students’ Relationships With a Communicative Approach. Qualitative Inquiry, 26(8-9), 996-1002. https://doi.org/10.1177% 2F1077800420938879
  • George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.). Pearson.
  • Goldstein, S. E., Boxer, P., & Rudolph, E. (2015). Middle school transition stress: Links with academic performance, motivation, and school experiences. Contemporary School Psychology, 19(1), 21–29. http:// dx.doi.org/10.1007/s40688-014-0044-4
  • Granski, M., Javdani, S., Anderson, V. R., & Caires, R. (2020). A metaanalysis of program characteristics for youth with disruptive behavior problems: The moderating role of program format and youth gender. American Journal of Community Psychology, 65(1–2), 201–222. https://doi.org/10.1002/ajcp.12377
  • Gross, J.T., Stern, J.A., Brett, S.B., & Cassidy, J. (2017). The multifaceted nature of prosocial behavior in children: Links with attachment theory and research. Social Development, 26(4), 661-678. https://doi. org/10.1111/sode.12242
  • Hynynen, S. T., Van Stralen, M. M., Sniehotta, F. F., Araújo-Soares, V., Hardeman, W., Chinapaw, M. J., & Hankonen, N. (2016). A systematic review of school-based interventions targeting physical activity and sedentary behaviour among older adolescents. International Review of Sport and Exercise Psychology, 9(1), 22–44. https://doi.org/10.1080 %2F1750984X.2015.1081706
  • Kellner, M. H., Bry, B. H., & Salvador, D. S. (2008). Anger management effects on middle school students with emotional/behavioral disorders: Anger log use, aggressive and prosocial behavior. Child & Family Behavior Therapy, 30(3), 215–230. http://dx.doi.org/10.1080/07317100802275520
  • Kriemler, S., Meyer, U., Martin, E., Van Sluijs, E. M. F., Andersen, L. B., & Martin, B. W. (2011). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923–930. https://doi.org/10.1136/bjsports-2011-090186
  • León-Jiménez, S., Villarejo-Carballido, B., López, G., & Puigvert, L. (2020). Propelling Children’s Empathy and Friendship. Sustainability, 12(18), 7288. https://doi.org/10.3390/su12187288
  • Limbos, M. A., Chan, L. S., Warf, C., Schneir, A., Iverson, E., Shekelle, P., & Kipke, M. D. (2007). Effectiveness of interventions to prevent youth violence: A systematic review. American Journal of Preventive Medicine, 33(1), 65–74. https://doi.org/10.1016/j.amepre.2007.02.045
  • López De Aguileta, G., Torras-Gómez, E., García-Carrión, R., & Flecha, R. (2020). The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings. Language and Education, 34(6), 583-598. https://doi.org/10.1080/09500782.2020. 1801715
  • Luengo-Kanacri, B. P., Pastorelli, C., Eisenberg, N., Zuffianò, A., & Caprara, G. V. (2013). The development of prosociality from adolescence to early adulthood: The role of effortful control. Journal of Personality, 81, 302–312. https://doi.org/10.1111/jopy.12001
  • Malti, T., Ongley, S. F., Killen, M., & Smetana, J. (2014). The development of moral emotions and moral reasoning. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development. (pp. 163–183). Psychology Press.
  • McMahon, S. D., & Washburn, J. J. (2003). Violence prevention: An evaluation of program effects with urban African American students. Journal of Primary Prevention, 24(1), 43-62. https://doi. org/10.1023/A:1025075617356
  • Menting, A. T., de Castro, B. O., & Matthys, W. (2013). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33(8), 901–913. https://doi.org/10.1016/j.cpr.2013.07.006
  • Mesurado, B., Guerra, P., Richaud, M.C., Rodriguez, L.M. (2019). Effectiveness of Prosocial Behavior Interventions: A Meta-analysis. In P. Gargiulo, H. Mesones Arroyo (eds) Psychiatry and Neuroscience Update (pp. 259-271). Springer. https://doi.org/10.1007/978-3-319- 95360-1_21
  • Ministerio de Educación de Corea. (2018). Results from the First Student Survey on School Violence. Ministerio de Educación de Corea. https:// www.moe.go.kr/boardCnts/view.do?boardID=294&boardSeq=75144 &lev=0&m=02
  • Muratori, P., Bertacchi, I., Giuli, C., Lombardi, L., Bonetti, S., Nocentini, A., & Lochman, J. E. (2015). First adaptation of Coping Power program as a classroom-based prevention intervention on aggressive behaviors among elementary school children. Prevention Science, 16(3), 432– 439. https://doi.org/10.1007/s11121-014-0501-3
  • Nitkowski, D., Petermann, F., Büttner, P., Krause-Leipoldt, C., & Petermann, U. (2009). Behavior modification of aggressive children in child welfare: Evaluation of a combined intervention program. Behavior Modification, 33(4), 474–492. https://doi.org/10.1177%2F0145445509336700
  • Padilla-Walker, L.M., & Carlo. G. (2014). Prosocial Behavior: A multidimensional approach. Oxford University Press. https://doi. org/10.1093/acprof:oso/9780199964772.001.0001
  • Padilla-Walker, L. M., Carlo, G., & Nielson, M. G. (2015). Does helping keep teens protected? Longitudinal bidirectional relations between prosocial behavior and problem behavior. Child Development, 86, 1759–1772. https://doi.org/10.1111/cdev.12411
  • Paulus, M. (2014). The Emergence of Prosocial Behavior: Why Do Infants and Toddlers Help, Comfort, and Share?. Child Development Perspect, 8, 77–81. https://doi.org/10.1111/cdep.12066
  • Paulus, M. (2018). The multidimensional nature of early prosocial behavior: a motivational perspective. Current Opinion in Psychology, 20, 111-116. https://doi.org/10.1016/j.copsyc.2017.09.003
  • Pulido, C. & Zepa, B. (2010). La interpretación de los textos a través de las tertulias literarias dialógicas. Revista Signos, 2, 295-309. http:// dx.doi.org/10.4067/S0718-09342010000400003
  • Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109–120.
  • Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L., & King, K. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22(2), 74–82. https://doi.org/10.1037//0003-066x.53.2.109
  • Santiago, F. J. (2017). La Biblioteca Tutorizada como estrategia para fortalecer la gestión escolar & pedagógica. In J. Escamilla (Pres.), 4º Congreso Internacional de Innovación Educativa (pp. 3146-3154). Tecnológico de Monterrey. https://ciie.itesm.mx/es/memorias/
  • Shin, J., & Lee, B. (2021). The effects of adolescent prosocial behavior interventions: a meta-analytic review. Asia Pacific Education Review, 22, 565-577. https://doi.org/10.1007/s12564-021-09691-z
  • Trach, J., Hymel, S., Waterhouse, T., & Neale, K. (2010). Bystander responses to school bullying: A cross-sectional investigation of grade and sex differences. Canadian Journal of School Psychology, 25, 114– 130. http://dx.doi.org/10.1177/0829573509357553
  • Ugalde, L., Racionero-Plaza, S., Munté, A., Tellado, I. (2022). Dialogic reconstruction of memories of violent sexual-affective relationships via dialogic gatherings of “Radical Love”. Children and Youth Services Review, 139, 106548. https://doi.org/10.1016/j.childyouth. 2022.106548
  • Valero, D., Redondo-Sama, G., & Elboj, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education, 22(7), 787- 802. https://doi.org/10.1080/13603116.2017.1408712
  • Valls-Carol, R., Prados-Gallardo, M., & Aguilera-Jimenez, A. (2014). El proyecto INCLUD-ED: estrategias para la inclusión y la cohesión social en Europa desde la educación. Revista Investigación en la escuela, 82, 31-43. https://revistascientificas.us.es/index.php/IE/article/view/6885
  • Van der Graaff, J., Branje, S., De Wied, M., Hawk, S., Van Lier, P., & Meeus, W. (2014). Perspective taking and empathic concern in adolescence: Gender differences in developmental changes. Developmental Psychology, 50(3), 881–888. https://doi.org/10.1037/a0034325
  • Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 1086–1099. https://doi.org/10.1007/s10964-017-0786-1
  • Van Ryzin, M.J., Roseth, C.J., & Biglan, A. (2020). Mediators of Effects of Cooperative Learning on Prosocial Behavior in Middle School. International Journal of Applied Positive Psychology, 5, 37-52. https:// doi.org/10.1007/s41042-020-00026-8
  • Villardón, L., García-Carrión, R., Yañez-Marquina, L., & Estévez, A. (2018). Impact of the Interactive Learning Environments in Children’s Prosocial Behavior. Sustainability, 10(7), 2138. https://doi.org/10. 3390/su10072138
  • Villarejo-Carballido, B., Pulido, C.M., De Botton, L., & Serradell, O. (2019). Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia. International Journal of Environmental Research in Public Health, 16(6), 918. https://doi.org/10.3390/ijerph16060918
  • Wang, S., Zhang, W., Li, D., Yu, C., Zhen, S., & Huang, S. (2015). Forms of aggression, peer relationships, and relational victimization among Chinese adolescent girls and boys: Roles of prosocial behavior. Frontiers in Psychology, 6, 1–12. https://doi.org/10.3389/fpsyg.2015.01264
  • Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33(1), 105–124. https://doi.org/10.1207/ s15374424jccp3301_11
  • Yeager, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theory of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84(3), 970–988. https://doi.org/10.1111%2Fcdev.12003
  • Yoo, H., Feng, X., & Day, R.D. (2013). Adolescents’ Empathy and Prosocial Behavior in the Family Context: A Longitudinal Study. Journal of Youth and Adolescence, 42, 1858-1872. https://doi.org/10.1007/s10964-012- 9900-6
Fuente de los datos: Dialnet