AI Article Synopsis
- The study analyzed the impact of the Teaching Personal and Social Responsibility (TPSR) model on student motivation and classroom social climate over an academic year with 54 primary and secondary school participants.
- Using a mixed methods approach, which included video observations and various questionnaires, researchers measured behaviors, motivation levels, and the social environment in the classroom.
- Findings indicated that TPSR effectively improved students' responsibility and satisfaction, as well as the overall social climate, with most motivation aspects showing positive changes, while amotivation and violence remained low.
Article Abstract
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 ( = 13.41 years, = 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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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7432387 | PMC |
| http://dx.doi.org/10.3390/ijerph17155272 | DOI Listing |
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