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Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students

Author

Listed:
  • David Manzano-Sánchez

    (Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

  • Sixto González-Víllora

    (Department of Physical Education, Arts Education, and Music, Faculty of Education, University of Castilla-La Mancha, 16001 Cuenca, Spain)

  • Alfonso Valero-Valenzuela

    (Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

Abstract

The aim was to implement a value-promoting programme (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on psychological and contextual variables in students comparing the differences among one group that applied it in several subjects, another group only in Physical Education (PE), and a control group. Method: The programme was applied for eight months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean age of 15.97 years (SD = 2.31). They were in three groups: one group with 67 students (control group), one group with 90 students receiving at least 60% of the total teaching time using the value-promoting programme (experimental group for global education, EG-GE), and one group with 100 students (experimental group for physical education only, EG-PE). The main improvements in the results were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate, and prosocial behaviour. In the EG-PE, improved results were observed in the self-determination index, classroom climate, and prosocial behaviour. Female and EG-GE students improved much more than male and EG-PE students. The outcomes in psychological variables can be higher if TPSR is applied to the whole subjects apart from physical education. These results are even more pronounced for female students in personal and social responsibility. It is worth highlighting the importance of coordinating educational institutions to facilitate the involvement of the greatest number of teachers.

Suggested Citation

  • David Manzano-Sánchez & Sixto González-Víllora & Alfonso Valero-Valenzuela, 2021. "Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students," IJERPH, MDPI, vol. 18(6), pages 1-14, March.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:6:p:3047-:d:517795
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    References listed on IDEAS

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    1. 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.
    2. 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.
    3. Michael Ungar & Patrick Russell & Gerry Connelly, 2014. "School-Based Interventions to Enhance the Resilience of Students," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 4(1), pages 1-66, May.
    4. Yi-Hsiang Pan & Chen-Hui Huang & I-Sheng Lee & Wei-Ting Hsu, 2019. "Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes," Sustainability, MDPI, vol. 11(7), pages 1-15, April.
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    Cited by:

    1. Milagros Arteaga-Checa & David Manzano-Sánchez & Noelia Belando-Pedreño, 2023. "“Know Yourself” Intervention Program for the Development of Intrapersonal Intelligence in University Students," Sustainability, MDPI, vol. 15(20), pages 1-17, October.
    2. 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.
    3. Borazon, Elaine Quintana & Chuang, Hsueh-Hua, 2023. "Resilience in educational system: A systematic review and directions for future research," International Journal of Educational Development, Elsevier, vol. 99(C).

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