Hostname: page-component-8448b6f56d-jr42d Total loading time: 0 Render date: 2024-04-25T04:45:02.443Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  10 January 2013

Amparo Escartí ,
Melchor Gutiérrez ,
Carmina Pascual  and
Diana Marín
Amparo Escartí*
Affiliation:
Universitat de València (Spain)
Melchor Gutiérrez
Affiliation:
Universitat de València (Spain)
Carmina Pascual
Affiliation:
Universitat de València (Spain)
Diana Marín
Affiliation:
Universitat de València (Spain)
*
Correspondence concerning this article should be addressed to Amparo Escartí. Departamento de Psicología Social. Facultad de Psicología. Universitat de València. Av. Blasco Ibáñez, 21, 46010 Valencia. (España). E-mail: amparo.escarti@uv.es
Get access Rights & Permissions [Opens in a new window]

Abstract

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.

Este estudio evaluó la mejora en autoeficacia y responsabilidad personal y social de un grupo de adolescentes en riesgo de abandono escolar que participaron en un programa basado en el Modelo de Enseñanza de Responsabilidad Personal y Social de Hellison, durante las clases de educación física, a lo largo de un curso académico. La muestra estuvo compuesta por treinta adolescentes de 13 a 14 años de edad (23 chicos, 7 chicas). De ellos, 12 chicos y 3 chicas fueron asignados a un grupo de intervención, y 11 chicos y 4 chicas formaron el grupo de comparación, los cuales no participaron en el programa. Los resultados cuantitativos mostraron una mejora significativa en la autoeficacia de los alumnos para conseguir recursos sociales y en la autoeficacia para el aprendizaje autorregulado. Los análisis cualitativos mostraron que los alumnos del grupo de intervención apreciaron mejoras en su conducta responsable y en la responsabilidad de sus iguales. Esto sugiere que el modelo puede ser efectivo para mejorar el desarrollo psicológico y social de los adolescentes en riesgo, y que las clases de educación física pueden ser un marco apropiado para trabajar con estos jóvenes.

Keywords

at-risk adolescentspersonal and social responsibilityself-efficacyphysical educationadolescentes en riegoresponsabilidad personal y socialautoeficaciaeducación física
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 2 , November 2010 , pp. 667 - 676
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, S. A., Sabatelli, R. M., & Trachtenberg, J. (2007). Community police and youth programs as a context for positive youth development. Police Quarterly, 10, 23–40.CrossRefGoogle Scholar
Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 84, 191–215.CrossRefGoogle Scholar
Bandura, A. (1990). Multidimensional Scales of Perceived Self-Efficacy. Stanford, CA: Stanford University.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
Bandura, A. (2001). Guide for Constructing Self-efficacy Scales (Revised). (Unpublished manuscript). Available from Albert Bandura, Stanford University.Google Scholar
Brustad, R., & Parker, M. (2005). Enhancing positive youth development through sport and physical activity. Psychologica, 39, 75–93.Google Scholar
Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Cervone, D. (2004). The contribution of self-efficacy beliefs to psychosocial outcomes in adolescence: Predicting beyond global dispositional tendencies. Personality and Individual Differences, 37, 751–763.CrossRefGoogle Scholar
Catalano, R. F., Arthur, M. W., Hawkins, J. D., Berglund, L., & Olson, J. J. (1998). Comprehensive community- and school-based interventions to prevent antisocial behavior. In Loeber, R., & Farrington, D. P. (Eds.), Serious and violent juvenile offenders: Risk factors and successful interventions (pp. 248–283). Thousand Oaks, CA: Sage.Google Scholar
Cecchini, J. A., Montero, J., Alonso, A., Izquierdo, M., & Contreras, O. (2007). Effects of personal and social responsibility on fair play in sports and self-control in school-aged youths. European Journal of Sport Science, 7, 203–211.CrossRefGoogle Scholar
Choi, N., Fuqua, D. R., & Griffin, B. W. (2001). Exploratory analysis of the structure of scores from the multidimensional scales of perceived self-efficacy. Educational and Psychological Measurement, 61, 475–489.CrossRefGoogle Scholar
Cohen, J. (1977). Statistical power analysis in the social sciences. New York: Academic Press.Google Scholar
Collingwood, T. R. (1997). Providing physical fitness programs to at-risk youth. Quest, 49, 67–84.CrossRefGoogle Scholar
Collingwood, T. (1996). Helping at-risk youth through physical fitness programming. Champaign, IL: Human Kinetics.Google Scholar
Cutforth, N., & Puckett, K. (1999). An investigation into the organization, challenges, and impact of an urban apprentice teacher program. Urban Review, 31, 153–172.CrossRefGoogle Scholar
Danish, S. J., Forneris, T., & Wallace, I. (2005). Sport-based life skills programming in the schools. Journal of Applied School Psychology, 21, 41–62.CrossRefGoogle Scholar
DeBusk, M., & Hellison, D. (1989). Implementing a physical education self-responsibility model for delinquency-prone youth. Journal of Teaching in Physical Education, 8, 104–109.CrossRefGoogle Scholar
Escartí, A., Gutiérrez, M., Pascual, C., Marín, D., Martínez-Taboada, C., & Chacón, Y. (2006). Enseñando responsabilidad personal y social a un grupo de adolescentes de riesgo: Un estudio observacional. Revista de Educación, 341, 373–396.Google Scholar
Escartí, A., Pascual, C., & Gutiérrez, M. (2005). Responsabilidad personal y social a través de la educación física y el deporte. Barcelona: Graó.Google Scholar
Hellison, D. (1985). Goals and strategies for physical education. Champaign, IL: Human Kinetics.Google Scholar
Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.Google Scholar
Hellison, D. (2003). Teaching responsibility through physical activity (2nd ed.). Champaign, IL: Human Kinetics.Google Scholar
Hellison, D., & Walsh, D. (2002). Responsibility-based youth programs evaluation: Investigating the investigations. Quest, 54, 292–307.CrossRefGoogle Scholar
Hellison, D., & Wright, P. (2003). Retention in an urban extended day program. Journal of Teaching in Physical Education, 22, 369–381.CrossRefGoogle Scholar
Herr, E. (1989). Counseling in a dynamic society: opportunities and challenges. Alexandria, VA: American Association for Counseling and Development.Google Scholar
Li, W., Wright, P., Rukavina, P. B., & Pickering, M. (2008). Measuring students' perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education, 27, 167–178.CrossRefGoogle Scholar
Martinek, T., & Ruiz, L. M. (2005). Promoting positive youth development through a values-based sport program. International Journal of Sport Science, 1, 1–13.Google Scholar
Martinek, T., Shilling, T., & Johnson, D. (2001). Transferring personal and social responsibility of underserved youth to the classroom. The Urban Review, 33, 29–45.CrossRefGoogle Scholar
Miller, J. W., Coombs, W. T., & Fuqua, D. R. (1999). An examination of psychometric properties of Bandura's Multidimensional Scales of Perceived Self-Efficacy. Measurement and Evaluation in Counseling and Development, 31, 186–196.Google Scholar
Olaz, F., Silva, M. I., & Pérez, E. (2002). Guía para la construcción de escalas de autoeficacia. [Guide for Constructing Self-Efficacy Scales]. Evaluar, 2, 1–37.Google Scholar
Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In Pajares, F., & Urdan, T. (Eds.), Self-efficacy beliefs of adolescence (pp. 339–367). Greenwich, CT: Information Age Publishing.Google Scholar
Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.Google Scholar
Patton, M. Q. (2002). Qualitative research and evaluation methods. Newbury Park, CA: Sage Publications.Google Scholar
Petitpas, A. J., Cornelius, A. E., Van Raalte, J. L., & Jones, T. (2005). A framework for planning youth sport programs that foster psychosocial development. The Sport Psychologist, 19, 63–80.CrossRefGoogle Scholar
Sandford, R. A., Armour, K. M., & Warmington, P. C. (2006). Re-engaging disaffected youth through ohysical activity programmes. British Educational Research Journal, 32, 251–271.CrossRefGoogle Scholar
Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.Google Scholar
Steinberg, L. (1993). Adolescence. New York: McGraw-Hill.Google Scholar
Stevens, J. (1999). Intermediate statistics: A modern approach. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Vecchio, G. M., Gerbino, M., Pastorelli, C., Del Bove, G., & Caprara, G. V. (2007). Multi-faceted self-efficacy beliefs as predictors of life satisfaction in late adolescence. Personality and Individual Differences, 43, 1807–1818.CrossRefGoogle Scholar
Walsh, D. (2007). Supporting youth development outcomes: An evaluation of a Responsibility Model-Based Program. The Physical Educator, 64, 48–56.Google Scholar
Watson, D. L., Newton, M., & Kim, M. S. (2003). Recognition of values-based constructs in a summer physical activity program. Urban Review, 35, 217–232.CrossRefGoogle Scholar
Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. (2003). Prevention for children and youth that works: An introduction. American Psychologist, 58, 425–432.CrossRefGoogle ScholarPubMed
Wright, P. M., & Burton, S. (2008). Implementation and outcomes of a responsibility-based physical activity program integrated into an intact high school physical education class. Journal of Teaching in Physical Education, 27, 138–154.CrossRefGoogle Scholar