Perceived violence, sociomoral attitudes and behaviours in school contexts

Mármol, Alberto Gómez; Martínez, Bernardino Javier Sánchez Alcaraz; Valenzuela, Alfonso Valero; Sánchez, Ernesto de la Cruz

doi:10.14198/jhse.2018.131.14

Cited by 18 publications

(19 citation statements)

References 15 publications

(18 reference statements)

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“…On the other hand, no improvements were found in the violence perception, despite the fact that former studies in the PE field, such as [55][56][57][58], related higher responsibility and sportsmanship levels with lower violence and disruptive behavior levels. In line with the present work, similar results have been already obtained without changes in the violence perception in the study by Manzano-Sánchez and Valero-Valenzuela [54], where, despite the decrease in antisocial behavior, there was no change in the student violence perception who received the TPSR program.…”

Section: Discussionmentioning

confidence: 75%

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

Valenzuela

Camerino

Manzano-Sánchez

et al. 2020

IJERPH

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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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Section: Discussionmentioning

confidence: 75%

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

Valenzuela

Camerino

Manzano-Sánchez

et al. 2020

IJERPH

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“…Disruptive behaviours interrupt the teaching-learning process and are normally associated with an unfavourable family environment and a mismatch relationship within the school context [10,11]. Jurado and Tejada [12] define disruptive behaviours as those that hinder learning and distort individual relationships, as well as the dynamics of the class, affecting not only the student who provokes them, but also the other students and the teachers who have to endure the consequences [13].…”

Section: Introductionmentioning

confidence: 99%

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Gallegos

Gómez-López

Extremera

et al. 2019

IJERPH

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The objectives of this work were two-fold: Firstly, to identify the profiles of disruptive behaviours and motivation in secondary school physical education students using cluster analysis; and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18 (M = 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours and low levels of disruptive behaviours. The results showed that the students with the high disruptive behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom behaviours were more bored in school, while those students with better behaviour perceived greater teaching competence.

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“…Specifically, increments in sportsmanship and fair play appear to be effective in preventing aggression in terms of active participation and passive encouragement [7,8]. In this context, some studies pointed out how personal and social responsibility development improves sportsmanship, self-control and fair play [9–11] and decreases aggressiveness [12] and both observed and suffered violence [13]. Sportsmanship is positively related to pro-social behaviour involving colleagues, and negatively to antisocial behaviour [5].…”

Section: Introductionmentioning

confidence: 99%

The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach

et al. 2019

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The aim of this study was to classify a randomized sample of adolescents according to their violent and sportsmanship attitudes to determine the influence of personal and social responsibility levels on each cluster. The sample comprised of 595 adolescents, aged between 12 and 15 years old (M ± SD = 13.9 ± 2.3 yr). Participants completed the Multidimensional Orientations Towards Sports Scale, the California School Climate and Safety Survey and the Personal and Social Responsibility Questionnaire. Cluster analysis was conducted to classify adolescent’ profiles according to the violence and sportsmanship scores. Discriminant analysis, Pearson correlation and ANOVA tests were performed to identify the relationships between personal and social responsibility levels on each cluster. Cluster analysis identified three well-defined profiles: cluster 1 (sportsmanlike and nonviolent), cluster 2 (sportsmanlike and violent) and cluster 3 (unsportsmanlike and nonviolent). Results confirmed a negative impact of aggressiveness on obedience and pro-social behaviours during school stages, but sportsmanship mitigated this negative influence. The sportsmanlike and nonviolent profile obtained the highest personal and social responsibility level. The lowest personal responsibility scores came from sportsmanlike and violent adolescents. This study emphasizes the potential of positive attitude towards sport and physical education to magnify (or mitigate) adolescents’ responsibility according to specific profiles. To reduce violent behaviour and improve sportsmanship attitudes would contribute to a better development of personal and social responsibility in adolescents. The current findings may serve to orientate professionals dealing with adolescents in the role of sportsmanship development as an educational tool to mitigate violent behaviour.

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Perceived violence, sociomoral attitudes and behaviours in school contexts

Cited by 18 publications

References 15 publications

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

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

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach

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