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Sustainability 2018, 10(7), 2138;

Impact of the Interactive Learning Environments in Children’s Prosocial Behavior

Faculty of Psychology and Education, University of Deusto, 48007 Bilbo, Spain
Author to whom correspondence should be addressed.
Received: 4 June 2018 / Revised: 18 June 2018 / Accepted: 19 June 2018 / Published: 22 June 2018
(This article belongs to the Special Issue Sustainability of Children’s Psychological Health)
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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. View Full-Text
Keywords: prosocial behavior; interactive learning environments; egalitarian dialogue; elementary education prosocial behavior; interactive learning environments; egalitarian dialogue; elementary education

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Villardón-Gallego, L.; García-Carrión, R.; Yáñez-Marquina, L.; Estévez, A. Impact of the Interactive Learning Environments in Children’s Prosocial Behavior. Sustainability 2018, 10, 2138.

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