Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention

Min Pan and Wei-Ting Hsu

The Journal of Educational Research, 2024, vol. 117, issue 2, 87-97

Abstract: Purpose: This study investigated the effects of a Teaching Personal and Social Responsibility (TPSR)-based physical education (PE) program on students’ responsibility and tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE)). Methods: A quasiexperimental design with pretest and posttest quantitative methods was applied. The participants were 114 students assigned to the control or experimental group. Results: The results indicated that compared with both control group students and their own baseline values, the experimental group reported significant improvements in responsibility, self-efficacy, other-efficacy, and RISE. Conclusions: Implementing the TPSR model in PE can not only positively affect students’ responsibility but also boost students’ efficacy beliefs through the model’s five formats (e.g. awareness talk) and application strategies (e.g. empowerment). PE educators are encouraged to strictly comply with implementing details of the TPSR model to effectively improve efficacy beliefs.

Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2024.2329585 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:117:y:2024:i:2:p:87-97

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2024.2329585

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().