The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach

Courel-Ibáñez, Javier; Martínez, Bernardino Javier Sánchez-Álcaraz; Mármol, Alberto Gómez; Valenzuela, Alfonso Valero; Moreno‐Murcia, Juan Antonio

doi:10.1371/journal.pone.0211933

Cited by 19 publications

(20 citation statements)

References 35 publications

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“…On the other hand, no improvements were found in the violence perception, despite the fact that former studies in the PE field, such as [55][56][57][58], related higher responsibility and sportsmanship levels with lower violence and disruptive behavior levels. In line with the present work, similar results have been already obtained without changes in the violence perception in the study by Manzano-Sánchez and Valero-Valenzuela [54], where, despite the decrease in antisocial behavior, there was no change in the student violence perception who received the TPSR program.…”

Section: Discussionmentioning

confidence: 78%

Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

Valenzuela

Camerino

Manzano-Sánchez

et al. 2020

IJERPH

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The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.

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Section: Discussionmentioning

confidence: 78%

Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

Valenzuela

Camerino

Manzano-Sánchez

et al. 2020

IJERPH

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“…In this way, the use of pedagogical approaches in the educational context can allow the necessary conditions to be reached to promote responsibility, BPN, and self-determined motivation of students in the classroom [ 32 ], creating a school social climate that favors the development of prosocial behavior among students, while decreasing antisocial and violent behavior. In fact, the study by Courel-Ibáñez et al [ 21 ] concluded that improved development of personal and social responsibility in adolescents will contribute significantly to a reduction in violent behavior.…”

Section: Discussionmentioning

confidence: 99%

“…Courel-Ibañez et al [ 21 ] suggest the establishment of structured programs to promote personal and social responsibility as a trigger for positive behavioral, affective, and emotional consequences. One pedagogical model that attaches “best consequences” with regard to value development is the personal and social responsibility model (TPSR), designed by Donald Hellison [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

Manzano-Sánchez

Mármol

Valenzuela

et al. 2021

Behavioral Sciences

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Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

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“…The practice of sports can lead to the development of values such as respect, self-control, effort, autonomy and leadership [ 1 ]. However, sport can only foster educational habits and values if it is properly timed and specifically focused towards that end [ 2 – 4 ].…”

Section: Introductionmentioning

confidence: 99%

The development of respect in young athletes: A systematic review and meta-analysis

et al. 2021

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Background The practice of sports can lead to the development of values such as respect, self-control, effort, autonomy and leadership. However, sport can only foster educational habits and values if it is properly timed and specifically focused towards that end. The aim of this study was to carry out a systematic review and meta-analysis of the effect of interventions on the development and promotion of respect in the practice of sport among young people. Methods A systematic search was conducted, according to the guidelines of the PRISMA declaration, in the Web of Science (WOS), PubMed (Medline), Scopus, Google Scholar and SportDiscus databases. A total of 6 articles were considered to meet the inclusion criteria for the promotion of respect. Criteria for inclusion included: the full text needed to be available; it should be written in one of the selected languages: English, Spanish and Portuguese; it should be an intervention, an experimental or quasi-experimental study or a randomized controlled trial. Each manuscript was independently reviewed by three authors of this work. Results The results of the meta-analyses showed that the Siedentop sports education model, and Hellison’s personal and social responsibility model (TPRS), had significant improvements regarding respect for opponents (total effect size = 0.39, small effect, with 95% Confidence Interval of 0.07 to 0.72). In addition, these models, along with another programme called Fair Play, also achieved significant increases as regards respect for the social conventions of sport (total effect size = 0.67, moderate effect, with 95% IC from 0.25 to 1.10). Conclusions In conclusion, the use of interventions related to the above-mentioned models is recommended when it is intended to encourage respect for opponents and social conventions. These considerations could be useful to both teachers and coaches in order to further cultivate these important attitudes.

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The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach

Cited by 19 publications

References 35 publications

Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

The development of respect in young athletes: A systematic review and meta-analysis

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