Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students.

Luis J Martín-Antón,Eugenio Monsalvo,Miguel A Carbonero,Juan A Valdivieso

doi:10.3389/fpsyg.2020.01124

Luis J Martín-Antón, Eugenio Monsalvo + Show 2 more

Open Access

https://doi.org/10.3389/fpsyg.2020.01124

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Abstract

One of the purposes of education is to help pupils develop a responsible attitude, which is understood to be the capacity to vouch for their actions appropriately and in a way that fits social norms. Training of this type should be intentional, planned, and personalized, which will depend on how developed the individual’s social responsibility is. This in turn is influenced by personal and family variables. This article provides an analysis of the interaction of some of those variables with the development of social responsibility in primary education pupils as the basis for the design of programs to promote personal and social responsibility tailored to the features of the pupils. To do this, the Social Responsibility Attitudes Scale was applied to 502 pupils taking grades 2 (8 years old), 4 (10 years old), and 6 (12 years old) of primary education. This scale measures the following factors: (a) obedient in family settings, (b) polite and accepting their mistakes, (c) trust in their parents, (d) responsibility in school setting, (e) friendly and willing to help, and (f) careful of the environment. By carrying out a multivariate analysis with the school grade, gender, family type (single, two-parent), and position among siblings (firstborn, only child, or not firstborn), it was concluded that attitudes related to prosociality start to be differentiated from grade 4 of primary education. It is in grade 6 that children become aware of their responsibility, and this is greater among that from two-parent families. However, no significant differences were found in the level of social responsibility with regard to gender or position among siblings.

Highlights

Each society selects and implements the general value system that it considers appropriate to meet civic and social needs and demands, assigning a role of transmission and development to the school (Parra, 2003; Jukes et al, 2018)
Higher general values have been found in males (Sánchez-Alcaraz et al, 2013), but as many of the studies have focused on the area of physical education, this trend may be modulated by the selfperception of physical competence (Moreno et al, 2009)
Using a 3 × 2 × 2 × 2 multivariate factor (MANOVA) analysis, we examined the effects of the interaction of the independent variables [(a) grade; (b) gender; (c) family nucleus; and (d) sibling position] on the target dependent variables

Summary

Introduction

Each society selects and implements the general value system that it considers appropriate to meet civic and social needs and demands, assigning a role of transmission and development to the school (Parra, 2003; Jukes et al, 2018). Social responsibility is a relevant topic to develop in the school curriculum (Horner et al, 2010; Jones and Bouffard, 2012) It is part of the educational institution’s commitment to the groups involved: Social Responsibility in Primary Education students, teachers, families, and environment (SeverinoGonzález et al, 2018). Responsibility is considered as the ability to respond to one’s actions appropriately and effectively in accordance with the social norms (Keller, 2012) The teaching of this value should occur mainly in the educational and family spheres (Geboers et al, 2012), as it has a direct effect on academic performance and commitment (Carbonero et al, 2015) and on personal autonomy (Valero-Valenzuela et al, 2019). It should be implemented in everyday situations (Shiller, 2013), which should go beyond the private realm (Caba-Collado et al, 2016)

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