Department of Linguistic and Literary Education, and Teaching and Learning of Experimental Sciences and Mathematics, University of Barcelona, Barcelona, Spain.
Faculty of Psychology and Education, University of Deusto, Ikerbasque, Basque Foundation for Science, Bilbao, Spain.
PLoS One. 2020 Oct 12;15(10):e0240292. doi: 10.1371/journal.pone.0240292. eCollection 2020.
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.
先前的研究表明，态度与学术成就之间存在相关性。在本文中，我们首次分析了互动小组（IG）和对话性文学集会（DLG）对学生学习态度的影响。我们采用了通过先前研究验证的态度测试的定量方法。数据表明，在这两种情况下，参与者都表现出积极的态度。社会环境对学生的态度有重要影响。相关度较高的项目包括小组作业、相互支持和分布式认知。在 IG 的情况下，小组作业更受赞赏，而在 DLG 的情况下，自我形象和自信是两个最受重视的态度。IG 和 DLG 对学生态度的积极影响可能为教师在课堂实践和决策方面提供变革的潜力。
