Resultados, dificultades y mejoras del modelo de responsabilidad personal y social

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

“…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. It should be noted that the same results were also reported in studies focused only on the PE field, where it was found that personal and social responsibility is capable of negatively predicting attitudes of violence, but where the intervention study that was associated with it did not find decreases in this variable [21].…”

“…The use of mixed methods approaches allows for integrating qualitative and quantitative data, and they are increasing exponentially [25] in several disciplines. Education is not an exemption, and those that have used the TPSR model have begun to apply mixed methods approaches that incorporate observational methodology [26], demonstrating them to be suitable to obtain a broader analysis of the data (i.e., [20][21][22][23][24][25][26][27][28][29]) and proving them to be effective in previous related research such as teacher's communication [18,30] and TPSR pedagogical research [23,31,32]. The mixed methods approach incorporates different types of designs [25,26].…”

“…The Teaching Personal and Social Responsibility (TPSR) model improves prosocial behavior and classroom climates [21,22], and is one of the most powerful tools for promoting self-autonomy in students [23].…”

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers’ Views

“…Furthermore, some of the interviews noted the importance of continuing to apply the model for a long time to improve performance and that it should last throughout the school year, in line with the study by Llopis-Goig et al (2011) which indicates that improvements in the model in terms of responsibility require a long duration, as also indicated by where, with an application period of 4 months, improvements were obtained in only some of the variables, its duration being a limitation. Similar is the case of Sánchez-Alcaraz et al (2019) where the importance of applying the model throughout the school year and in all participants is highlighted in the interviews carried out. In addition to this, it should be noted that Llopis-Goig et al (2011) have pointed out the importance of involving the entire educational community and the family environment, the latter also being reflected by the teachers participating in this study.…”

Relationship between School Violence, Sportspersonship and Personal and Social Responsibility in Students

“…En calidad de nuevas líneas de investigación que se derivan de este trabajo, cabe destacar el análisis de la influencia del proceso de socialización durante la edad escolar en la formación de la personalidad (reflejo de un mayor o menor desarrollo de valores como, por ejemplo, la responsabilidad o la deportividad), así como el grado de predicción capaz de ser determinado por variables como el nivel socioeconómico y/o sociocultural. Finalmente, se sugiere la promoción de investigaciones basadas en intervenciones en centros escolares que busquen el desarrollo de valores para mitigar la violencia escolar, incidiendo, en última instancia, en una reducción de la conflictividad social(Sánchez-Alcaraz et al, 2019).…”