Abstract
Prosocial behavior consists of a set of behaviors that are beneficial to others in the form of sharing and helping. It includes aspects such as solidarity and friendship, and it fosters development and positive psychological functioning; it also improves classroom and school climate. Interactive learning environments may play a crucial role in creating affordances for students to develop prosocial behavior. This study analyzes the impact of two educational interventions based on egalitarian dialogue (Dialogic Literary Gathering and Interactive Groups) on prosocial behavior among fourth grade elementary students. A quasi-experimental design has been carried out, in which measurements have been taken before and after the intervention. Results show that students involved in the Dialogic Literary Gatherings increased significantly their level of prosocial behavior more than those in the control groups. However, no significant differences have been found between students in the experimental and control condition, when considering Interactive Groups. These results have important educational implications for creating conducive learning environments for the development of prosocial behavior.
Highlights
The study of prosocial behavior has emerged as a crucial issue across many diverse disciplines in social and behavioral sciences to advance towards an inclusive and sustainable society [1]
This paper aims at analyzing the efficacy of two particular interactive learning interventions, namely Dialogic Literary Gatherings and Interactive Groups, to improve prosocial development among elementary students
The descriptive statistical analysis showed that most items met the criteria set for skewness and kurtosis scores
Summary
The study of prosocial behavior has emerged as a crucial issue across many diverse disciplines in social and behavioral sciences to advance towards an inclusive and sustainable society [1]. Developing inclusive, innovative and reflective societies is at the heart of the current European agenda for a sustainable development [2] In this context, education plays a key role to advance towards this goal because its potential to reduce inequalities and social exclusion [2]. Since prosocial behaviour has been positively related to both academic performance and social skills [4], it seems considerably important to foster its development. Along these lines, schools can be an optimal context for implementing effective interventions that support positive relationships and interactions to provide students’ social, academic and emotional development. This paper aims at analyzing the efficacy of two particular interactive learning interventions, namely Dialogic Literary Gatherings and Interactive Groups, to improve prosocial development among elementary students
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