The Efficacy of the Personal and Social Responsibility Model in a Physical Education Setting
Bibliographic record
Abstract
The personal and social responsibility model encourages students to apply positive social behavior through activities such as group discussion, goal setting and reflection (Hellison, 2003). This research study examined the effects of Hellison's TPSR model on individual and class wide anti and positive social behavior. A multiple baseline, behavior analytic design was used to determine the effects of the intervention on three students who displayed previous high levels of anti social behavior. Results indicate a positive effect on the individual students in the reduction of socially and personally irresponsible behavior. The Child Social Behavior Questionnaire (Warden, Cheyne, Christie, & Reid, 2003) was also administered to determine the effects of the model on the whole class. A statistically significant difference (p < .01) was found between the experimental school and a control school at post-test. This study provides quantitative evidence of the efficacy of Hellison's model on individual and class wide social behaviors. Le modele de responsabilite personnelle et sociale encourage les eleves a adopter des comportements sociaux positifs dans le cadre d'activites comme les discussions de groupe, la determination des buts et la reflexion (Hellison, 2003). Cette etude visait a explorer les effets du modele Enseigner la responsabilite personnelle et sociale (modele TPSR) de Hellison sur la positivite ou la negativite des comportements sociaux des eleves, individuellement et en groupe. Les chercheurs ont utilise un schema d'analyse comportementale a niveaux de base paralleles pour determiner les effets de l'intervention sur trois eleves qui presentaient auparavant plusieurs comportements antisociaux. Les resultats ont demontre les effets positifs de l'intervention, chaque eleve affichant ensuite moins de comportements personnels et sociaux irresponsables. Le Questionnaire sur le comportement social de l'enfant (Warden, Cheyne, Christie et Reid, 2003) a aussi ete administre pour voir les effets du modele sur la classe entiere. Le post-test a revele un ecart statistiquement significatif (p < ,01) entre l'ecole ou avait lieu l'experience et une ecole temoin. Cette etude a aussi produit des preuves quantitatives qui confirment l'utilite du modele de Hellison pour modifier les comportements sociaux des eleves, individuellement et en groupe
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".