scholarly journals Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256293
Author(s):  
David Manzano-Sánchez ◽  
Alberto Gómez-Marmol ◽  
José Francisco Jiménez-Parra ◽  
Isabel Gil Bohórquez ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Social Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Social Climate ◽  
High Quality ◽  
Bivariate Correlation ◽  
School Teaching ◽  
Motivational Profiles ◽  
Personal And Social Responsibility ◽  
School Social Climate

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.

scholarly journals Acoso escolar, necesidades psicológicas básicas, responsabilidad y satisfacción con la vida: relaciones y perfiles en adolescentes

2021 ◽  
Vol 37 (1) ◽  
pp. 133-141
Author(s):  
José Ignacio Menéndez Santurio ◽  
Javier Fernández-Río ◽  
José Antonio Cecchini Estrada ◽  
Sixto González-Víllora
Keyword(s):  
Life Satisfaction ◽  
Physical Education ◽  
Social Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Low Levels ◽  
Personal And Social Responsibility ◽  
Para Determinar ◽  
Central South ◽  
Basic Psychological Needs Satisfaction

El objetivo fue evaluar las interacciones entre el acoso escolar, las necesidades psicológicas básicas, la responsabilidad y la satisfacción con la vida de los adolescentes. 1785 estudiantes de Educación Secundaria y Bachillerato, con edades comprendidas entre los 12 y los 17 años de edad (M = 14.44, DT = 1.50), de 16 centros educativos de tres zonas de España: Asturias, León, Cuenca y Albacete, accedieron a participar. 590 contestaron cuestionarios referidos a la asignatura de Matemáticas, 596 a la de Lengua Española y Literatura y 599 a la de Educación Física. Para determinar los perfiles en función de las seis dimensiones de la dicotomía frustración-satisfacción de las necesidades psicológicas básicas se realizó un Análisis de Perfiles Latentes –LPA– utilizando el programa Mplus 7.11 Los resultados mostraron cinco perfiles de estudiantes: uno adaptativo (clase 3) con niveles altos de satisfacción de las necesidades psicológicas básicas y bajos de frustración de las mismas, además de los niveles más altos de Satisfacción con la vida, Responsabilidad personal y social y los más bajos de Victimización y Agresión, y otros cuatro perfiles más desadaptativos. Por lo tanto, la satisfacción de estas necesidades debe ser promovida desde la escuela para prevenir y/o mitigar problemas de acoso escolar. The goal was to assess the interactions between bullying and adolescents’ basic psychological needs, responsibility and life satisfaction. 1785 students from secondary education (year eight, n = 404; year nine, n = 390; year 10, n = 364; year 11, n = 376), and Baccalaureate (year 12, n = 251), from 16 schools located in three different areas of Spain: north (Asturias), central-north (León), and central-south (Cuenca y Albacete) agreed to participate. 590 answered the questionnaire used referring to Math, 596 to Literature and 599 to Physical Education. Results showed five profiles: one adaptive (class three) with high levels of basic psychological needs satisfaction, low levels of basic needs frustration, and high levels of life satisfaction, personal and social responsibility, and the lowest levels of victimization and aggression, and four other less adaptive profiles. Therefore, the satisfaction of these needs must be promoted in the schools to prevent and/or mitigate bullying problems.

scholarly journals Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education

2019 ◽  
Vol 16 (21) ◽  
pp. 4259 ◽  
Author(s):  
David Manzano-Sánchez ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Social Responsibility ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Teaching Methodology ◽  
Mixed Method Research ◽  
Personal And Social Responsibility ◽  
Prosocial Behaviours ◽  
Experimental Group

The present study aimed to apply a programme based on Hellison’s Teaching Personal and Social Responsibility model (TPSR), traditionally used in Physical Education, to other school subjects and analyse aspects related to motivation and satisfaction of basic psychological needs among other variables. The programme was applied for 7 months during one academic year, all students receiving at least 60% of the lessons through this teaching methodology. A mixed method research methodology and quasiexperimental design was implemented in three schools (two primary, one secondary), with a total of 29 teachers and 272 students (45 control, 227 experimental group) involved. The students completed a questionnaire before and after the study and the teachers underwent semi-structured interviews at the end of the intervention. The results indicated improvements for the experimental group in personal and social responsibility, the psychological mediator index, the self-determination index, prosocial behaviours and teacher climate, as well as a reduction in amotivation and antisocial behaviours. The results were similar for primary and secondary school. The interviews yielded positive opinions and showed suitability of the method to be applied in the rest of subjects. It is concluded that TPSR can be an appropriate methodology to be implemented in the different curriculum subjects to improve basic psychological need satisfaction, motivation, prosocial behaviours and classroom climate.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

scholarly journals Responsabilidad social, necesidades psicológicas básicas, motivación intrínseca y metas de amistad en educación física (Social responsibility, basic psychological needs, intrinsic motivation, and friendship goals in physical education)

Retos ◽  
2017 ◽  
pp. 134-139
Author(s):  
José Ignacio Menéndez Santurio ◽  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Northern Spain ◽  
Personal And Social Responsibility ◽  
Approach Goals

El objetivo de este estudio fue analizar la capacidad de predicción de la responsabilidad social, las necesidades psicológicas básicas y la motivación sobre la meta de aproximación a la amistad a partir de la Teoría de la Autodeterminación. Una muestra de 402 estudiantes (209 mujeres y 193 hombres; M = 14.20; DT = 1.52) de entre 12 y 18 años, procedentes de tres centros de educación secundaria del norte de España cumplimentaron un cuestionario que incluía la subescala de responsabilidad social del Cuestionario de la Responsabilidad Personal y Social (PSQR), la Escala de Necesidades Psicológicas Básicas en Educación Física (BPN-PE), la subescala de motivación intrínseca de la Escala del Locus Percibido de Casualidad (PLOC) y la subescala de aproximación-amistad del Cuestionario de Metas de Amistad (FGQ-PE). Los resultados del análisis de regresión lineal múltiple reflejaron que la responsabilidad social, las necesidades psicológicas básicas de relación y autonomía y la motivación intrínseca predecían significativamente la meta de aproximación-amistad. Estos resultados reflejan la importancia de crear contextos educativos en los que se potencie la responsabilidad social, las relaciones, la autonomía y la motivación intrínseca de los estudiantes con el objetivo de mejorar sus metas de amistad.Abstract. The goal of the present study was to assess social responsibility, basic psychological needs, and motivation towards friendship-approach goals within the Self-Determination Theory. A total of 404 students from three secondary schools of northern Spain (209 females and 193 males; M = 14.20; DT = 1.52), aged from 12 to 18 years, completed a questionnaire that included the social responsibility subscale of the Personal and Social Responsibility Questionnaire (PSQR), the Basic Psychological Needs in Physical Education Scale (BPN-PE), the subscale of intrinsic motivation of the Perceived Locus of Causality (PLOC), and the subscale of friendship-approach of the Friendship Goals Questionnaire in Physical Education (FGQ-PE). Results of multiple linear regression analysis showed that social responsibility, relatedness and autonomy, and intrinsic motivation significantly predicted friendship-approach goals. These results suggest the importance of creating educational contexts that can foster social responsibility, relatedness, autonomy, as well as students’ intrinsic motivation, with the aim to improve their friendship goals.

Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active

2020 ◽  
Vol 39 (2) ◽  
pp. 247-255 ◽  
Author(s):  
Juan Andrés Merino-Barrero ◽  
Alfonso Valero-Valenzuela ◽  
Noelia Belando Pedreño ◽  
Javier Fernandez-Río
Keyword(s):  
Social Responsibility ◽  
Direct Instruction ◽  
Repeated Measures ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Physically Active ◽  
Psychosocial Consequences ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

scholarly journals Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

2021 ◽  
Vol 18 (9) ◽  
pp. 4558
Author(s):  
David Manzano-Sánchez ◽  
Alberto Gómez-Mármol ◽  
Luis Conte Marín ◽  
José Francisco Jiménez-Parra ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Secondary Students ◽  
Vocational Training ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Social Climate ◽  
Academic Expectations ◽  
Future Expectations ◽  
School Social Climate

The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

scholarly journals Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile

2018 ◽  
Vol 15 ◽  
pp. 11 ◽  
Author(s):  
Cesar A. Orsini ◽  
Vivian I. Binnie ◽  
Jorge A. Tricio
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Psychological Needs ◽  
Study Strategies ◽  
Dental Students ◽  
Basic Psychological Needs ◽  
Cluster Solution ◽  
Controlled Motivation ◽  
Motivational Profiles

Purpose: To determine dental students’ motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. Methods: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students’ academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. Results: All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students’ motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Conclusion: Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students’ motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

scholarly journals Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

2020 ◽  
Vol 17 (15) ◽  
pp. 5272 ◽  
Author(s):  
Alfonso Valero-Valenzuela ◽  
Oleguer Camerino ◽  
David Manzano-Sánchez ◽  
Queralt Prat ◽  
Marta Castañer
Keyword(s):  
Mixed Methods ◽  
School Violence ◽  
Mixed Method ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Social Climate ◽  
Mixed Method Research ◽  
Learning Context ◽  
Student Sample ◽  
Teaching Learning

The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.

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