Application of Hellison's Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school.
This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.
Departamento de Psicología Social, Facultad de Psicología, Universitat de València, Av. Blasco Ibáñez, 21, 46010 Valencia, España. amparo.escarti@uv.es
Amparo
A
Escartí
Melchor
M
Gutiérrez
Carmina
C
Pascual
Diana
D
Marín
D000293:Adolescent; D005260:Female; D006040:Goals; D006801:Humans; D007389:Internal-External Control; D007406:Interview, Psychological; D008297:Male; D010555:Personality Inventory / Q000706:statistics & numerical data; D010806:Physical Education and Training / Q000379:methods*; D011594:Psychometrics; D012054:Reinforcement, Psychology; D020377:Self Efficacy; D012941:Social Responsibility; D012944:Social Support; D012951:Socialization; D013030:Spain; D013332:Student Dropouts / Q000523:psychology*; D014477:Underachievement