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

Abstract

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.

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

“…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.…”

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

“…In this way, the use of pedagogical approaches in the educational context can allow the necessary conditions to be reached to promote responsibility, BPN, and self-determined motivation of students in the classroom [ 32 ], creating a school social climate that favors the development of prosocial behavior among students, while decreasing antisocial and violent behavior. In fact, the study by Courel-Ibáñez et al [ 21 ] concluded that improved development of personal and social responsibility in adolescents will contribute significantly to a reduction in violent behavior.…”

“…Courel-Ibañez et al [ 21 ] suggest the establishment of structured programs to promote personal and social responsibility as a trigger for positive behavioral, affective, and emotional consequences. One pedagogical model that attaches “best consequences” with regard to value development is the personal and social responsibility model (TPSR), designed by Donald Hellison [ 22 ].…”

The development of respect in young athletes: A systematic review and meta-analysis

“…The practice of sports can lead to the development of values such as respect, self-control, effort, autonomy and leadership [ 1 ]. However, sport can only foster educational habits and values if it is properly timed and specifically focused towards that end [ 2 – 4 ].…”