Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Application of Teaching Personal and Social Responsibility Model to the Secondary Education Curriculum. Implications for Students and Teachers

Version 1 : Received: 30 January 2021 / Approved: 1 February 2021 / Online: 1 February 2021 (17:30:38 CET)

A peer-reviewed article of this Preprint also exists.

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 Health 2021, 18, 3047.

Journal reference: Int. J. Environ. Res. Public Health 2021, 18, 3047
DOI: 10.3390/ijerph18063047

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.

Subject Areas

pedagogical model; physical education; school contents; methodology; psychology; motivation

Comments (0)

We encourage comments and feedback from a broad range of readers. See criteria for comments and our diversity statement.

Leave a public comment
Send a private comment to the author(s)
Views 0
Downloads 0
Comments 0
Metrics 0


×
Alerts
Notify me about updates to this article or when a peer-reviewed version is published.
We use cookies on our website to ensure you get the best experience.
Read more about our cookies here.