Personal and Social Responsibility Model
Differences According to Educational Stage in Motivation, Basic Psychological Needs, Satisfaction, and Responsibility
Bibliographic Data
| ID | 15714697 |
|---|---|
| Authors | David Manzano-Sánchez (0000-0003-2155-4515, Universidad de Extremadura, corresponding author), Manuel Gómez-López (0000-0002-4595-3994, Universidad de Murcia) |
| Year | 2023 |
| Volume | 10 |
| Issue | 5 |
| Pages | 864-864 |
| Publication date | 2023-05-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children10050864 |
| PMID | 37238413 |
| OpenAlex | W4376278320 |
| Language | EN |
| Citations received | 2 |
| References cited | 36 |
The purpose of this study was to apply the Personal and Social Responsibility Model (TPSR) and verify its effects on responsibility and motivation according to educational stage. For this, teachers from Physical Education and other subjects were trained and a pre-test and a post-test were carried out. The intervention was carried out over five months. The total sample comprised 408 students after the inclusion criteria were applied to the initial sample of 430, including being 192 students from 5th and 6th grade of Elementary (M 10.16; SD = 0.77) and 222 from Secondary (M = 12.86; SD = 0.70), with a confidence level of 95% and 5% error margin. The total number of students in the experimental group was 216, with 192 in the control group. The results reflected improvements in the experimental group in terms of experience motivation, identified regulation, amotivation, autonomy, competence, social responsibility, SDI, and BPNs ( p 0.2). The control group did not present differences in any variable. Considering the differences according to stage, the Elementary school group obtained values of p 0.02 in experience motivation, amotivation, autonomy, competence, personal and social responsibility, SDI, and BPNs, which was not found in the Secondary school group. It is concluded that the TPSR may be applicable in both Elementary and Secondary schools to improve the motivation and responsibility of students, with the most favorable results for Elementary education students
Amotivation · Autonomy · Competence (human resources · Intrinsic motivation · Mathematics education · Pedagogy · Self-determination theory · Social responsibility · Children's Physical and Motor Development · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Youth Development and Social Support
Teaching Personal and Social Responsibility Through Physical Activity
Sage Handbook of Mixed Methods in Social & Behavioral Research
Self-Determination Theory
Self-determination theory in physical education
Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation
Construction et validation de l'échelle de motivation en éducation (EME).
The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis.
Effects of TPSR Integrated Sport Education Model on Football Lesson Students’ Responsibility and Exercise Self-Efficacy
The Influence of Integrating Moral Disengagement Minimization Strategies into Teaching Personal and Social Responsibility on Student Positive and Misbehaviors in Physical Education
The Relationship between Physical Fitness and Perceived Well-Being, Motivation, and Enjoyment in Chinese Adolescents during Physical Education
Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health
The Seneb’s Enigma
Enhancing Learner Motivation and Classroom Social Climate
Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education
Applying the Personal and Social Responsibility Model-Based Program
Physical Education Classes and Responsibility
Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |