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Transforming students’ attitudes towards learning through the use of successful educational actions

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  • Javier Díez-Palomar
  • Rocío García-Carrión
  • Linda Hargreaves
  • María Vieites

Abstract

Previous research shows that there is a correlation between attitudes and academic achievement. In this article, we analyze for the first time the impact of interactive groups (IG) and dialogic literary gatherings (DLG) on the attitudes that students show towards learning. A quantitative approach has been performed using attitude tests validated by previous research. The data suggest that in both cases, the participants show positive attitudes. The social context has an important influence on students’ attitudes. The items with higher correlations include group work, mutual support, and distributed cognition. In the case of IGs, group work is much more appreciated, while in the case of DLGs, self-image and self-confidence are the two most clearly valued attitudes. The positive impact of IGs and DLGs on students’ attitudes may have potential for teachers in transforming their practices and decision-making within the classroom.

Suggested Citation

  • Javier Díez-Palomar & Rocío García-Carrión & Linda Hargreaves & María Vieites, 2020. "Transforming students’ attitudes towards learning through the use of successful educational actions," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-20, October.
    • Handle: RePEc:plo:pone00:0240292
    DOI: 10.1371/journal.pone.0240292
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    Cited by:

    1. Aomar Ibourk & Karim El Aynaoui & Tayeb Ghazi, 2023. "Exploration multiniveaux des causes de la pauvreté des apprentissages au Maroc : une approche compréhensive," Research papers & Policy papers 1970, Policy Center for the New South.
    2. Salceda, Marifa & Vidu, Ana & Aubert, Adriana & Padros, Maria, 2022. "Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance," Children and Youth Services Review, Elsevier, vol. 133(C).
    3. Carmen Elboj-Saso & Alejandra Cortés-Pascual & Tatiana Íñiguez-Berrozpe & Raquel Lozano-Blasco & Alberto Quílez-Robres, 2021. "Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19," Sustainability, MDPI, vol. 13(3), pages 1-15, January.
    4. Eugenia Allotey & Rocío García-Carrión & Lourdes Villardón-Gallego & Marta Soler-Gallart, 2023. "Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.

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