Participation in dialogic-interaction interventions is associated with improved well-being, self-confidence and quality of life¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adult learners showed improved well-being, friendships and self-esteem, and children in a 5th-grade dialogic classroom intervention showed improved self-efficacy and confidence. → Shiza Khaqan 2024 q2 i? In a longitudinal case study of 5th-grade children, participation in a classroom intervention based on dialogic interactions resulted in improved self-efficacy and confidence. → Shiza Khaqan 2024 (2)

Evidence¶

Shiza Khaqan 2024¶

Shiza Khaqan, Gisela Redondo-Sama. (2024). A systematic review of the role of dialogic leadership: Characterization and impacts. Educational Research Review. https://doi.org/10.1016/j.edurev.2024.100618

q2 · i? · review · r2

The review reports, citing Deakins (2007), an action-research case in an early childhood organization where staff engaged in open dialogue and decision-making: "participants felt empowered and showed increased self-esteem". Elderly participants also showed improved mental and physical well-being. No effect size is printed.

"After engaging in dialogic interactions and being a part of the decision-making, participants felt empowered and showed increased self-esteem (Deakins, 2007)."

Shiza Khaqan 2024 (2)¶

Shiza Khaqan, Gisela Redondo-Sama. (2024). A systematic review of the role of dialogic leadership: Characterization and impacts. Educational Research Review. https://doi.org/10.1016/j.edurev.2024.100618

q2 · i? · review · r2

The review reports, citing García-Carrión and Díez-Palomar (2015), a longitudinal case study in which "participation in a classroom intervention based on dialogic interactions resulted in improved self-efficacy and confidence" among 5th-grade children. No effect size is printed.

"In a longitudinal case study, García-Carri´on and Díez-Palomar (2015) found that within children in the 5th grade, participation in a classroom intervention based on dialogic interactions resulted in improved self-efficacy and confidence."

Discussion¶

Learner Variables¶

• Physical Well-Being — outcome: instruction changes it

Related Claims¶

• Participants reported that the trust-building collaborative environment enabled open and vulnerable sharing — related
• Social dynamics — trust, friendship, openness, and rudeness — shape the effectiveness of dialogic interactions — related
• DLG participation is associated with increased self-esteem across primary, special, and adult education — related
• Dialogic leadership is associated with increased social cohesion, including social unity, lasting friendships and greater community involvement — related