The Impacts of a Teaching Personal and Social Responsibility Intervention on Social and Emotional Competence in Physical Education:A Quasi-Experimental Study  

作　　者：Weidong Li Zh Yeng Chong Yaqing Mao Wanying Zhang Wei Xu Mingwei Li Yiyun Wang Huaxia Xiong 

机构地区：[1]College of Education for the Future,Beijing Normal University at Zhuhai,Zhuhai,519087,China [2]School of General Education,Beijing Normal University-Hong Kong Baptist University United International College,Zhuhai,519087,China [3]Faculty of Psychology,Beijing Normal University,Beijing,100875,China [4]Faculty of Education,Beijing Normal University,Beijing,100875,China [5]Faculty of Preschool Education,Beijing Institute of Education,Beijing,100120,China [6]Mental Health Center,Hebei University of Economics and Business,Shijiazhuang,050061,China

出　　处：《International Journal of Mental Health Promotion》2025年第2期161-177,共17页国际心理健康促进杂志(英文)

基　　金：funded by the 2023 Scientific Research Platforms and Projects of Guangdong Provincial Education Department,Grant Number 2023WQNCX079.

摘　　要：Background:The Teaching Personal and Social Responsibility(TPSR)model in physical education(PE)has been shown to promote Social and emotional competence(SEC).However,the underlying mechanisms through which TPSR enhances SEC,particularly in university students within the Chinese context,remain unclear.This study aims to explore the effects of TPSR and the mediating roles of self-efficacy and grit in improving SEC.Methods:71 Chinese university students were in the TPSR group,and 39 in the Traditional Teaching Model(TTM)control group,assessed before and after a 14-week intervention.The Adapted Social and Emotional Competence Scale(ASECS),General Self-Efficacy Scale(GSES),and Short Grit Scale(SGS)were used for measurement.A mixed-design ANOVA assessed TPSR’s effects,with post-hoc t-tests for pre-post differences and mediation analysis for underlying mechanisms.Results:The mixed-design ANOVA revealed a significant interaction between time and intervention on SEC.The TPSR group showed significant improvement from pre-test to post-test(t(70)=−2.63,p=0.011,Cohen’s d=−0.31),whereas the TTM control group did not(t(38)=1.40,p=0.170,Cohen’s d=0.22).The TPSR group also showed a significant increase in self-efficacy(t(70)=−3.67,p<0.001,Cohen’s d=−0.44),while no change was observed in the TTM group(t(38)=0.62,p=0.540,Cohen’s d=0.10).No significant effects were found for grit(F=0.342,p=0.560).Mediation analysis confirmed that self-efficacy significantly mediated the effects of the TPSR intervention on SEC(95%CI:0.0277 to 0.2897).Conclusion:The TPSR intervention led to significant improvements in university students’SEC and self-efficacy,with no significant changes observed in grit.Self-efficacy served as a mediator in the relationship between the intervention and SEC.

关 键 词：GRIT MEDIATION social and emotional competence SELF-EFFICACY TPSR physical education 

分 类 号：O64[理学—物理化学]