IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v12y2022i4p21582440221143359.html
   My bibliography  Save this article

The Influence of Integrating Moral Disengagement Minimization Strategies into Teaching Personal and Social Responsibility on Student Positive and Misbehaviors in Physical Education

Author

Listed:
  • Wei-Ting Hsu
  • Min Pan
  • I-Wei Shang
  • Chia-Huei Hsiao

Abstract

To make teaching personal and social responsibility (TPSR) more effective, this study aimed to determine whether integrating moral disengagement (MD) minimization strategies into TPSR can enhance students’ positive behaviors and reduce their misbehaviors in PE. A pretest-posttest quasi-experimental design was conducted with an experimental group and two control groups. One hundred forty-five students from nine classes in three middle schools were assigned to experimental group (TPSR + MD minimization strategies; N  = 50), control group A (TPSR; N  = 46), and control group B (general PE instruction; N  = 49) respectively. A pretest was performed in the first week, and a posttest was performed in the 18th week. The results showed that integrating MD minimization strategies into TPSR could significantly reduce students’ misbehaviors in PE classes. However, the effects of the strategy on students’ positive behaviors (e.g., following rules, helping others, and cooperation) showed no improvement. This study made a breakthrough by finding that integrating MD minimization strategies could make TPSR more effective at reducing students’ misbehaviors. By understanding the psychosocial mechanisms behind student behavior in PE, we suggest that MD minimization strategies could be applied in the TPSR model.

Suggested Citation

  • Wei-Ting Hsu & Min Pan & I-Wei Shang & Chia-Huei Hsiao, 2022. "The Influence of Integrating Moral Disengagement Minimization Strategies into Teaching Personal and Social Responsibility on Student Positive and Misbehaviors in Physical Education," SAGE Open, , vol. 12(4), pages 21582440221, December.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:4:p:21582440221143359
    DOI: 10.1177/21582440221143359
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440221143359
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440221143359?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. DovilÄ— SelickaitÄ— & Yeshayahu Hutzler & Kazimieras PukÄ—nas & Martin E. Block & Diana RÄ—klaitienÄ—, 2019. "The Analysis of the Structure, Validity, and Reliability of an Inclusive Physical Education Self-Efficacy Instrument for Lithuanian Physical Education Teachers," SAGE Open, , vol. 9(2), pages 21582440198, May.
    2. 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.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Pablo Luna & Alba Rodríguez-Donaire & Débora Rodrigo-Ruiz & Javier Cejudo, 2020. "Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children," Sustainability, MDPI, vol. 12(11), pages 1-15, June.
    2. Armando Cocca & Francisco Espino Verdugo & Luis Tomás Ródenas Cuenca & Michaela Cocca, 2020. "Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children," IJERPH, MDPI, vol. 17(13), pages 1-13, July.
    3. Paloma Escamilla-Fajardo & Juan M. Núñez-Pomar & Ferran Calabuig-Moreno & Ana M. Gómez-Tafalla, 2020. "Effects of the COVID-19 Pandemic on Sports Entrepreneurship," Sustainability, MDPI, vol. 12(20), pages 1-12, October.
    4. Manuel Tomás Abad Robles & Benjamín Navarro Domínguez & José Antonio Cerrada Nogales & Francisco Javier Giménez Fuentes-Guerra, 2021. "The development of respect in young athletes: A systematic review and meta-analysis," PLOS ONE, Public Library of Science, vol. 16(6), pages 1-15, June.
    5. 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.
    6. Pablo Luna & Javier Cejudo & José A. Piqueras & Débora Rodrigo-Ruiz & Miriam Bajo & Juan-Carlos Pérez-González, 2021. "Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents," IJERPH, MDPI, vol. 18(15), pages 1-17, July.
    7. David Melero-Cañas & Vicente Morales-Baños & Daniel N. Ardoy & David Manzano-Sánchez & Alfonso Valero-Valenzuela, 2021. "Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education," Sustainability, MDPI, vol. 13(11), pages 1-14, May.
    8. Dapeng Yang & Eung-Soo Oh & Yingchun Wang, 2020. "Hybrid Physical Education Teaching and Curriculum Design Based on a Voice Interactive Artificial Intelligence Educational Robot," Sustainability, MDPI, vol. 12(19), pages 1-14, September.
    9. Alfonso Valero-Valenzuela & Gabriel López & Juan Antonio Moreno-Murcia & David Manzano-Sánchez, 2019. "From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes," Sustainability, MDPI, vol. 11(23), pages 1-10, November.
    10. 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.
    11. Lidia Hernández-Andreo & Alberto Gómez-Mármol & María Isabel Cifo-Izquierdo, 2020. "Effects on Motivation and Implicit Beliefs about Self ability using the Sports Education Model and the Traditional Style in Secondary Education," Sustainability, MDPI, vol. 12(9), pages 1-10, May.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:12:y:2022:i:4:p:21582440221143359. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.