Manzano-Sánchez, D.; González-Víllora, S.; Valero-Valenzuela, A. Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students. Int. J. Environ. Res. Public Health2021, 18, 3047.
Manzano-Sánchez, D.; González-Víllora, S.; Valero-Valenzuela, A. Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students. Int. J. Environ. Res. Public Health 2021, 18, 3047.
Manzano-Sánchez, D.; González-Víllora, S.; Valero-Valenzuela, A. Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students. Int. J. Environ. Res. Public Health2021, 18, 3047.
Manzano-Sánchez, D.; González-Víllora, S.; Valero-Valenzuela, A. Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students. Int. J. Environ. Res. Public Health 2021, 18, 3047.
Abstract
The aim was to implement a value-promoting program (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on students. Method: The program was applied for 8 months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean of 15.97 years old (SD = 2.31). They were in three groups, 67 students (control group), 90 students receiving at least 60% of the total teaching time the value-promoting program (experimental group for global education, EG-GE) and 100 students (experimental group only for physical education, EG-PE). As main results improvements were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate and prosocial behaviours. In the EG-PE improved were observed in the self-determination index, classroom climate and prosocial behaviours. Female students and from EG-GE improve much more than males and from EG-PE. 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.
Keywords
pedagogical model; physical education; school contents; methodology; psychology; motivation
Subject
Business, Economics and Management, Accounting and Taxation
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
