scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

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 Expanding the Boundaries of TPSR and Empowering Others to Make Their Own Contributions

2020 ◽  
Author(s):  
Barrie Gordon ◽  
Sylvie Beaudoin
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Research Quality ◽  
Ongoing Research ◽  
Program Fidelity ◽  
Geographical Spread ◽  
Extensive Range ◽  
Growth Method ◽  
Personal And Social Responsibility ◽  
Quality Professional Development

Purpose: The purpose of this article was to examine the geographical spread of teaching personal and social responsibility (TPSR), the extensive range of new populations and cultures that TPSR has been implemented with, and to consider the resulting challenges of this growth. Method: Information was gathered from published articles, dissertations, professional articles, and program descriptions and systematically analyzed for program fidelity. Results: A total of 31 countries were identified as having some level of TPSR presence, and there was a great deal of diversity in how, where, and to whom the programs are implemented. Discussion: The proliferation of TPSR will continue, and as this occurs, there will be increasing challenges in maintaining fidelity to the model. Conclusion: To meet this challenge, ongoing research, quality professional development, and the growth of communities of TPSR practice will be crucial.

scholarly journals Personal and Social Responsibility Among Athletes: the Role of Self-Determination, Achievement Goals and Engagement

2017 ◽  
Vol 57 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Paulo Martins ◽  
António Rosado ◽  
Vítor Ferreira ◽  
Rui Biscaia
Keyword(s):  
Social Responsibility ◽  
Achievement Goals ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Personal Responsibility ◽  
Equation Model ◽  
Self Determination ◽  
Task Orientation ◽  
Personal And Social Responsibility

AbstractThe purpose of this study was to assess the relationship between motivation, engagement and personal and social responsibility among athletes. Based on the literature, a survey was conducted including measures of motivation, considering task orientation and ego orientation, intrinsic and extrinsic motivation, and amotivation. We also measured the components of engagement (dedication, confidence, vigor and enthusiasm) and the components of personal and social responsibility. A total of 517 athletes from different types of sports participated in the study. The results gathered through a structural equation model revealed that task orientation had the strongest relationship with personal responsibility and social responsibility, followed by engagement. Self-determination levels were not associated with personal and social responsibility. These results suggest that monitoring of task orientation and engagement levels should be performed by coaches as a strategy to develop personal and social responsibility among their athletes. Moreover, findings from this study provide scholars with a tool to aid them in managing athletes’ levels of personal and social responsibility.

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