Search

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.

The aim of this study was to classify a randomized sample of adolescents according to their violent and sportsmanship attitudes to determine the influence of personal and social responsibility levels on each cluster. The sample comprised of 595 adolescents, aged between 12 and 15 years old (M ± SD = 13.9 ± 2.3 yr). Participants completed the Multidimensional Orientations Towards Sports Scale, the California School Climate and Safety Survey and the Personal and Social Responsibility Questionnaire. Cluster analysis was conducted to classify adolescent' profiles according to the violence and sportsmanship scores. Discriminant analysis, Pearson correlation and ANOVA tests were performed to identify the relationships between personal and social responsibility levels on each cluster. Cluster analysis identified three well-defined profiles: cluster 1 (sportsmanlike and nonviolent), cluster 2 (sportsmanlike and violent) and cluster 3 (unsportsmanlike and nonviolent). Results confirmed a negative impact of aggressiveness on obedience and pro-social behaviours during school stages, but sportsmanship mitigated this negative influence. The sportsmanlike and nonviolent profile obtained the highest personal and social responsibility level. The lowest personal responsibility scores came from sportsmanlike and violent adolescents. This study emphasizes the potential of positive attitude towards sport and physical education to magnify (or mitigate) adolescents' responsibility according to specific profiles. To reduce violent behaviour and improve sportsmanship attitudes would contribute to a better development of personal and social responsibility in adolescents. The current findings may serve to orientate professionals dealing with adolescents in the role of sportsmanship development as an educational tool to mitigate violent behaviour.