Departamento de Psicología Social, Facultad de Psicología, Universitat de València, Av. Blasco Ibáñez, 21, 46010 Valencia, España.
Span J Psychol. 2010 Nov;13(2):667-76. doi: 10.1017/s113874160000233x.
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.
本研究评估了自我效能感以及个人和社会责任在参与一项计划的有辍学风险的青少年中的改善情况，该计划将 Hellison 的教授个人和社会责任模型应用于一学年体育课中。30 名有辍学风险的 13-14 岁青少年（23 名男孩，7 名女孩）被分配到干预组（12 名男孩和 3 名女孩）或对照组（11 名男孩，4 名女孩），后者未参与该计划。定量结果显示，学生在征集团队资源的自我效能感和自我调节学习的自我效能感方面有显著提高。定性结果显示，干预组参与者的责任行为有所改善。这表明该模式可能对改善有风险的青少年的心理和社会发展有效，而且体育课可能是与这些年轻人合作的适当领域。
