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

  1. Escartí Carbonell, Amparo
  2. Gutiérrez Sanmartín, Melchor
  3. Pascual, Carmina
  4. Marín Suelves, Diana
Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2010

Volumen: 13

Número: 2

Páginas: 667-676

Tipo: Artículo

DOI: 10.1017/S113874160000233X DIALNET GOOGLE SCHOLAR

Otras publicaciones en: The Spanish Journal of Psychology

Información de financiación

This research project has been funded by the Generalitat Valenciana (GV000-025-7) and the Ministerio de Ciencia y Tecnología of the Spanish Government (PGC-2000-2225-E). 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

Financiadores

Referencias bibliográficas

  • 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.
  • Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1990). Multidimensional Scales of Perceived SelfEfficacy. Stanford, CA: Stanford University.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2001). Guide for Constructing Self-efficacy Scales (Revised). (Unpublished manuscript). Available from Albert Bandura, Stanford University.
  • Brustad, R., & Parker, M. (2005). Enhancing positive youth development through sport and physical activity. Psychologlca, 39, 75-93.
  • 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, 57, 51-763.
  • Catalano, R. F. Arthur, M. W. Hawkins, J. D., Berglund, L., & Olson, J. J. (1998). Comprehensive community- and schoolbased interventions to prevent antisocial behavior. In R. Loeber, & D. P. Farrington (Eds.), Serious and violent juvenile offenders: Risk factors and successful interventions (pp. 248-283). Thousand Oaks, CA: Sage.
  • 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.
  • 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.
  • Cohen, J. (1977). Statistical power analysis in the social sciences. New York: Academic Press.
  • Collingwood, T. R. (1997). Providing physical fitness programs to at-risk youth. Quest, 49, 67-84.
  • Collingwood, T. (1996). Helping at-risk youth through physical fitness programming. Champaign, IL: Human Kinetics.
  • Cutforth, N., & Puckett, K. (1999). An investigation into the organization, challenges, and impact of an urban apprentice teacher program. Urban Review, 31, 153-172.
  • Danish, S. J., Forneris, T. & Wallace, I. (2005). Sport-based life skills programming in the schools. Journal of Applied School Psychology, 21, 41-62.
  • 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.
  • Escarti, A., Gutiérrez, M., Pascual, C. Marín, D., MartínezTaboada, 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.
  • Escarti, A., Pascual, C. & Gutiérrez, M. (2005). Responsabilidad personal y social a través de la educación fisica y el deporte. Barcelona: Grao.
  • Hellison, D. (1985). Goals and strategies for physical education. Champaign, IL: Human Kinetics.
  • Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.
  • Hellison, D. (2003). Teaching responsibility through physical activity (2nded.). Champaign, IL: Human Kinetics.
  • Hellison, D., & Walsh, D. (2002). Responsibility-based youth programs evaluation: Investigating the investigations. Quest, 54, 292-307.
  • Hellison, D., & Wright, P. (2003). Retention in an urban extended day program. Journal of Teaching in Physical Education, 22, 369-381.
  • Herr, E. (1989). Counseling in a dynamic society: opportunities and challenges. Alexandria, VA: American Association for Counseling and Development.
  • 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.
  • Martinek, T., & Ruiz, L. M. (2005). Promoting positive youth development through a values-based sport program. International Journal of Sport Science, 1, 1-13.
  • Martinek T. Schilling T. Johnson D. Transferring personal and social responsibility of underserved youth to the classroom Urban Review 2001 33 1 29-45 Martinek, T., Shilling, T., & Johnson, D. (2001). Transferring personal and social responsibility of underserved youth to the classroom. The Urban Review, 33, 29-45. (Pubitemid 33810853)
  • 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.
  • Olaz, F., Silva, M. I., & Pérez, E. (2002). Guia para la construcción de escalas de autoeficacia. [Guide for Constructing SelfEfficacy Scales]. Evaluar, 2, 1-37.
  • Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescence (pp. 339-367). Greenwich, CT: Information Age Publishing.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Newbury Park, CA: Sage Publications.
  • 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.
  • 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.
  • Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics. Steinberg, L. (1993). Adolescence. New York: McGraw-Hill.
  • Stevens, J. (1999). Intermediate statistics: A modern approach. Mahwah, NJ: Lawrence Erlbaum Associates.
  • 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.
  • Walsh, D. (2007). Supporting youth development outcomes: An evaluation of a Responsibility Model-Based Program. The Physical Educator, 64, 48-56.
  • Watson D.L. Newton M. Kim M.S. Recognition of Values-Based Constructs in a Summer Physical Activity Program URBAN REVIEW -NEW YORK-2003 35 3 217-232 DOI 10.1023/A:1025781603097 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. (Pubitemid 37143083)
  • Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. (2003). Prevention for children and youth that works: An introduction. American Psychologist, 58, 425-432.
  • 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.