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Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention

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  • Min Pan
  • Wei-Ting Hsu

Abstract

Purpose: This study investigated the effects of a Teaching Personal and Social Responsibility (TPSR)-based physical education (PE) program on students’ responsibility and tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE)). Methods: A quasiexperimental design with pretest and posttest quantitative methods was applied. The participants were 114 students assigned to the control or experimental group. Results: The results indicated that compared with both control group students and their own baseline values, the experimental group reported significant improvements in responsibility, self-efficacy, other-efficacy, and RISE. Conclusions: Implementing the TPSR model in PE can not only positively affect students’ responsibility but also boost students’ efficacy beliefs through the model’s five formats (e.g. awareness talk) and application strategies (e.g. empowerment). PE educators are encouraged to strictly comply with implementing details of the TPSR model to effectively improve efficacy beliefs.

Suggested Citation

  • Min Pan & Wei-Ting Hsu, 2024. "Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention," The Journal of Educational Research, Taylor & Francis Journals, vol. 117(2), pages 87-97, March.
    • Handle: RePEc:taf:vjerxx:v:117:y:2024:i:2:p:87-97
    DOI: 10.1080/00220671.2024.2329585
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