Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students

The aim was to implement a value-promoting programme (Teaching Personal and Social Responsibility, TPSR) assess its impact on psychological contextual variables in students comparing the differences among one group that applied it several subjects, another only Physical Education (PE), control group. Method: for eight months with 257 from three secondary school centres (151 boys 106 girls) mean age of 15.97 years (SD = 2.31). They were groups: 67 (control group), 90 receiving at least 60% total teaching time using (experimental global education, EG-GE), 100 physical education only, EG-PE). main improvements results found EG-GE responsibility, mediator index, self-determination resilience, climate, prosocial behaviour. In EG-PE, improved observed classroom Female much more than male EG-PE students. outcomes can be higher if TPSR is whole subjects apart education. These are even pronounced female personal social responsibility. It worth highlighting importance coordinating educational institutions facilitate involvement greatest number teachers.