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

David Manzano-Sánchez,Alfonso Valero-Valenzuela,Sixto González-Víllora

doi:10.3390/ijerph18063047

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.

Highlights

Social demand calls on education to provide students with tools to be able to adapt to the constant changes and requirements of education and a society full of knowledge where autonomous work within a collaborative network is essential
Studies such as Richards et al [7] have provided a list of strategies for promoting social and emotional learning with the Teaching Personal and Social Responsibility Model (TPSR), and Gordon et al [8] expressed their concern for the transfer of
Regarding the effect size of univariate analysis from MANOVA, we show a small–moderate effect size in intrinsic motivation (IM) to know, IM to experience, general IM, resilience–competence, total resilience, autonomy, prosocial behaviour, perceived violence, and Psychological Mediator Index (PMI)

Summary

Introduction

Social demand calls on education to provide students with tools to be able to adapt to the constant changes and requirements of education and a society full of knowledge where autonomous work within a collaborative network is essential. The most current reviews [4,5,6] concluded that this model in PE shows much evidence of its effectiveness in reducing aggressiveness, solving problems, and improving responsibility and motivation They suggest that new lines of research should consider the possibility of it being introduced into other school subjects to enhance the results found. In this regard, studies such as Richards et al [7] have provided a list of strategies for promoting social and emotional learning with the Teaching Personal and Social Responsibility Model (TPSR), and Gordon et al [8] expressed their concern for the transfer of

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