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

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2024

Issue: 404

Pages: 53-80

Type: Article

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

More publications in: Revista de educación

Abstract

One of the aims of Learning Communities is the continuous search for the development of a better coexistence and solidarity attitude by means of Successful Educational Actions. However, to date little is known about the impact of the interventions carried out in these types of schools for this purpose. That is why the objective of this study has been to find out if the main Successful Educational Actions, such as interactive groups and dialogic gatherings, contribute to improving the prosocial behavior of Primary and Secondary Education students. A longitudinal study was carried out in a Learning Community, in which 186 Primary and Secondary Education students participated, who filled out the Spanish Scale to Evaluate Prosocial Behavior with an intermediate intervention of 9 months. The results revealed that after the intervention, both Primary Education students and Secondary Education students did not show significant statistical differences in any of the dimensions of the Prosocial Behavior instrument, except in the dimension of Helping, in which students slightly reduced their values along the time. These results are relevant for education professionals for two reasons: first, because they allow professionals to reflect on the effectiveness of the methodologies being implemented to improve coexistence and prosocial attitudes in the classroom; and second, because the data demonstrate the importance of designing interventions that are not focused solely on specific methodologies, but on evidence and theoretical-practical frameworks that provide solidity to the intervention executed, regardless of the methodology used.

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