Implementation Fidelity of a Program Designed to Promote Personal and Social Responsibility Through Physical Education: A Comparative Case Study

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.

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

Anales de Psicología ◽

10.6018/analesps.414191 ◽

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.

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Corporate social responsibility in construction industry: a comparative study between UK and Turkey

Built Environment Project and Asset Management ◽

10.1108/bepam-08-2014-0039 ◽

2016 ◽

Vol 6 (2) ◽

Cited By ~ 8

Author(s):

Dilek Ulutaş Duman ◽

Heyecan Giritli ◽

Peter McDermott

Keyword(s):

Corporate Social Responsibility ◽

Social Responsibility ◽

Construction Industry ◽

Design Methodology ◽

Social Orientation ◽

Comparative Case Study ◽

Strategic Decisions ◽

Case Study Methodology ◽

Corporate Social

Purpose Corporate social responsibility (CSR) has evolved to an important agenda for many industries and its scope has been widened from the responsible business to strategic decisions. Therefore, this study aims to investigate the concept of CSR from the perspective of construction industry by questioning CSR awareness, CSR activities, and CSR integration with a comparative case study between UK and Turkey. Design/methodology/approach Conducting comparative and qualitative research using a case study methodology, this study sets the context for understanding differences in these two countries as to how CSR is perceived and put into practice by selected case firms. Findings The results revealed that construction companies are aware of the increasing importance of the CSR; however, company scale and the characteristics of the country have great impact on CSR preferences. Despite the differences in the approaches all firms take with regard to CSR domains and CSR types, ethical domain and the social orientation have become prominent for CSR initiatives in both the UK and Turkey. Originality/value This study provides the empirical evidence for the understanding and integration of the CSR concept in the construction industry; shed light on missing knowledge about CSR integration and serves as a source for further in-depth researches on CSR.

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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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16132326 ◽

2019 ◽

Vol 16 (13) ◽

pp. 2326 ◽

Cited By ~ 6

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.

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Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.27.2.167 ◽

2008 ◽

Vol 27 (2) ◽

pp. 167-178 ◽

Cited By ~ 53

Author(s):

Weidong Li ◽

Paul M. Wright ◽

Paul Bernard Rukavina ◽

Molly Pickering

Keyword(s):

Physical Education ◽

Social Responsibility ◽

Intrinsic Motivation ◽

Teaching Practice ◽

Factor Model ◽

Physical Education Teachers ◽

Validity And Reliability ◽

School Students ◽

Confirmatory Factor ◽

Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

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Hybridisation of the Teaching Personal and Social Responsibility Model and Gamification in Physical Education

Apunts Educación Física y Deportes ◽

10.5672/apunts.2014-0983.es.(2020/3).141.08 ◽

2020 ◽

pp. 63-74 ◽

Cited By ~ 1

Author(s):

Alfonso Valero-Valenzuela ◽

David Gregorio García ◽

Oleguer Camerino ◽

David Manzano

Keyword(s):

Physical Education ◽

Social Responsibility ◽

Personal And Social Responsibility ◽

Responsibility Model

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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 ◽

10.47197/retos.v0i32.52385 ◽

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.

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