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

Author

Listed:
  • Alfonso Valero-Valenzuela

    (Faculty of Sciences of the Sport, University of Murcia, 30720 Murcia, Spain)

  • Oleguer Camerino

    (National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain
    Lleida Institute for Biomedical Research Dr. Pifarré Foundation (IRBLLEIDA), 25198 Lleida, Spain)

  • David Manzano-Sánchez

    (Faculty of Sciences of the Sport, University of Murcia, 30720 Murcia, Spain)

  • Queralt Prat

    (National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain)

  • Marta Castañer

    (National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain
    Lleida Institute for Biomedical Research Dr. Pifarré Foundation (IRBLLEIDA), 25198 Lleida, Spain)

Abstract

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.

Suggested Citation

  • Alfonso Valero-Valenzuela & Oleguer Camerino & David Manzano-Sánchez & Queralt Prat & Marta Castañer, 2020. "Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach," IJERPH, MDPI, vol. 17(15), pages 1-14, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5272-:d:387887
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    References listed on IDEAS

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    1. Juana García-García & David Manzano-Sánchez & Noelia Belando-Pedreño & Alfonso Valero-Valenzuela, 2020. "Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families," IJERPH, MDPI, vol. 17(9), pages 1-14, May.
    2. David Manzano-Sánchez & Alfonso Valero-Valenzuela & Antonio Conde-Sánchez & Ming-Yao Chen, 2019. "Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Act," IJERPH, MDPI, vol. 16(13), pages 1-11, July.
    3. Javier Courel-Ibáñez & Bernardino Javier Sánchez-Alcaraz & Alberto Gómez-Mármol & Alfonso Valero-Valenzuela & Juan Antonio Moreno-Murcia, 2019. "The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach," PLOS ONE, Public Library of Science, vol. 14(2), pages 1-11, February.
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    Cited by:

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    2. David Manzano-Sánchez & Alberto Gómez-Mármol & Luis Conte Marín & José Francisco Jiménez-Parra & Alfonso Valero-Valenzuela, 2021. "Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage," IJERPH, MDPI, vol. 18(9), pages 1-10, April.
    3. David Manzano-Sánchez, 2023. "Comparing Traditional Teaching and the Personal and Social Responsibility Model: Development of Values in Secondary Education Students," Sustainability, MDPI, vol. 15(8), pages 1-12, April.
    4. Antonio Muñoz-Llerena & Pablo Caballero-Blanco & Elena Hernández-Hernández, 2022. "Fostering Youth Female Athletes’ Decision-Making Skills through Competitive Volleyball: A Mixed Methods Design," IJERPH, MDPI, vol. 19(20), pages 1-21, October.
    5. David Manzano-Sánchez, 2022. "Physical Education Classes and Responsibility: The Importance of Being Responsible in Motivational and Psychosocial Variables," IJERPH, MDPI, vol. 19(16), pages 1-14, August.

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