From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

Valenzuela, Alfonso Valero; López, Gabriel; Moreno‐Murcia, Juan Antonio; Manzano-Sánchez, David

doi:10.3390/su11236589

Cited by 16 publications

(20 citation statements)

References 42 publications

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“…As expected in the initial hypothesis, the athletes who participated in the experimental group obtained significant improvements in social responsibility over those in the control group after participating in the program. These results coincide with other investigations that have found an improvement in responsibility behaviors after an intervention program based on Hellison's responsibility model (Hellison and Walsh, 2002;Gordon, 2007, unpublished;Wright and Burton, 2008;Lee and Martinek, 2009;Hayden, 2010;Caballero Blanco, 2012;Escartí et al, 2012;Bean and Forneris, 2015;Valero-Valenzuela et al, 2019). The situations in which adolescents present higher indices of responsibility are those related to the ability to show respect for others, help others, be kind to others, control impulses, and collaborate with others.…”

Section: Discussionsupporting

confidence: 90%

“…Teaching personal and social responsibility interventions have shown a positive improvement in self-efficacy, prosocial behaviors, and personal and social responsibility ( Escartí et al, 2005 , 2010 , 2012 , 2013 ; Alcalá et al, 2019 ; Valero-Valenzuela et al, 2019 ). Self-efficacy refers to “belief in one’s capabilities to organize and execute the courses of action required to produce given attainments” ( Bandura, 1997 , p. 3).…”

Section: Introductionmentioning

confidence: 99%

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Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

Carreres-Ponsoda¹,

Escartí²,

Jiménez-Olmedo³

et al. 2021

Front. Psychol.

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The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during 6 months), and a series of expert-led seminars for athletes (one session per week lasting 90 min during 4 months). The questionnaires used to collect data were the Personal and Social Responsibility Questionnaire, Prosocial Behavior Scale, and two Children’s Self-efficacy Scales. Results indicated that the TPSR intervention group obtained an increase in post-test levels of personal and social responsibility, prosocial behavior, and self-efficacy due to the application of the TPSR model compared with control group that used a conventional sport teaching methodology. The conclusion is that the TPSR model has the potential to be adapted and implemented with flexibility in youth sport competition contexts in order to improve personal and social responsibility, prosocial behavior, and self-efficacy.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

Carreres-Ponsoda¹,

Escartí²,

Jiménez-Olmedo³

et al. 2021

Front. Psychol.

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“…In the present study, it is observed how both variables positively and significantly predicted students’ prosocial behavior. Valero-Valenzuela et al [ 72 ] conclude that the use of teaching models that promote the support of autonomy through the assignment of responsibilities produce multiple benefits, among which the satisfaction of students’ BPN, primarily that of autonomy, stands out. This need shows a negative correlation with variables to be eradicated in the educational context, such as violent or disruptive behavior [ 7 , 73 ].…”

Section: Discussionmentioning

confidence: 99%

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

Manzano-Sánchez

Mármol

Valenzuela

et al. 2021

Behavioral Sciences

Self Cite

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Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

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“…In short, it seems that social responsibility and the progressive development of moral autonomy are linked (Osler and Starkey, 2005), and research with adolescents has found positive and predictive relationships between them Gutiérrez et al, 2011). Responsibility programs play a fundamental role in the development of autonomy (Ellison et al, 2019;Valero-Valenzuela et al, 2019); contributing to the improvement of cognitive skills (Jukes et al, 2018); the perception of competence and intrinsic motivation (Manzano-Sánchez and Valero-Valenzuela, 2019); fun, satisfaction with life, empathy, and prosocial behavior (Cecchini et al, 2003;Gutiérrez et al, 2011); and education in values in general (Sánchez-Alcaraz et al, 2016). When the community is involved, these programs also help to minimize aggressive behavior (Lorenzo-Seva et al, 2010) and improve contexts other than the context in which the program was implemented (Caballero et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Responsibility is considered as the ability to respond to one's actions appropriately and effectively in accordance with the social norms (Keller, 2012). The teaching of this value should occur mainly in the educational and family spheres (Geboers et al, 2012), as it has a direct effect on academic performance and commitment (Carbonero et al, 2015) and on personal autonomy (Valero-Valenzuela et al, 2019). However, it should be implemented in everyday situations (Shiller, 2013), which should go beyond the private realm (Caba-Collado et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

et al. 2020

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One of the purposes of education is to help pupils develop a responsible attitude, which is understood to be the capacity to vouch for their actions appropriately and in a way that fits social norms. Training of this type should be intentional, planned, and personalized, which will depend on how developed the individual's social responsibility is. This in turn is influenced by personal and family variables. This article provides an analysis of the interaction of some of those variables with the development of social responsibility in primary education pupils as the basis for the design of programs to promote personal and social responsibility tailored to the features of the pupils. To do this, the Social Responsibility Attitudes Scale was applied to 502 pupils taking grades 2 (8 years old), 4 (10 years old), and 6 (12 years old) of primary education. This scale measures the following factors: (a) obedient in family settings, (b) polite and accepting their mistakes, (c) trust in their parents, (d) responsibility in school setting, (e) friendly and willing to help, and (f) careful of the environment. By carrying out a multivariate analysis with the school grade, gender, family type (single, two-parent), and position among siblings (firstborn, only child, or not firstborn), it was concluded that attitudes related to prosociality start to be differentiated from grade 4 of primary education. It is in grade 6 that children become aware of their responsibility, and this is greater among that from two-parent families. However, no significant differences were found in the level of social responsibility with regard to gender or position among siblings.

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From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

Cited by 16 publications

References 42 publications

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

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