Perceived responsibility classroom climate in Physical Education through the perspective of Responsibility-Based Education preventing cognitive failures
Article Sidebar
Main Article Content
- Joseph Lobo+−
- Ramon Carlo E. Masagca+−
- John Mathew A. Serrano+−
- John Allen Evangelista+−
- Angelita Ladion+−
- Mark Jordan Galvez+−
Abstract
In recent years, the role of perceived responsibility in classroom climates has gained attention due to its potential impact on students’ cognitive performance. This study examined how a Responsibility-Based educational framework influenced cognitive failures—such as forgetfulness, distractibility, and false triggering—among undergraduate students in Physical Education classes at a State University in the Philippines. A sample of 617 students was used, and multiple regression analysis was performed to explore the relationship between the perceived responsibility classroom climate shaped by students and instructors and various cognitive failures. The results revealed that overall cognitive failures were significantly influenced by the perceived responsible classroom climate generated by both students and instructors. Notably, the perceived responsibility classroom climate generated by students significantly influenced forgetfulness, while the climate generated by students and instructors directly affected false triggering. Although the overall classroom climate did not influence distractibility, an independent analysis showed that the perceived responsibility climate generated solely by instructors predicted distractibility. These findings suggested that fostering a culture of accountability and support in educational environments could enhance students’ organizational skills and stress management, ultimately reducing cognitive failures. This study presented a vital advancement to educational scholarship by emphasizing the intricate link between responsibility in classroom settings and cognitive outcomes, particularly in Physical Education environments. The implications of these findings for educational practices, along with the study’s recommendations and limitations, were discussed in detail.
Keywords:
Downloads
Article Details
References
Abu Hussain, J. (2021). Physical learning environment and learning functioning among students from the point of view of teachers in the Arab education system in Israel. American journal of educational research, 10(1), 39–45. https://doi.org/10.12691/education-10-1-4
Abusleme-Allimant, R., Hurtado-Almonacid, J., Reyes-Amigo, T., Yáñez-Sepúlveda, R., Cortés-Roco, G., Arroyo-Jofré, P., & Páez-Herrera, J. (2023). Effects of structured and unstructured physical activity on gross motor skills in preschool students to promote sustainability in the Physical Education classroom. Sustainability, 15(13), 10167. https://doi.org/10.3390/su151310167
Alonazi, S. M. (2017). The role of teachers in promoting learner autonomy in secondary schools in Saudi Arabia. English language teaching, 10(7), 183. https://doi.org/10.5539/elt.v10n7p183
Berki, T., & Tarjányi, Z. (2022). The role of physical activity, enjoyment of physical activity, and school performance in learning motivation among high school students in Hungary. Children, 9(3), 320. https://doi.org/10.3390/children9030320
Bjork, R. A., & Bjork, E. L. (2019). Forgetting as the friend of learning: implications for teaching and self-regulated learning. Advances in physiology education, 43(2), 164–167. https://doi.org/10.1152/advan.00001.2019
Bolsius, Y. G., Heckman, P. R. A., Paraciani, C., Wilhelm, S., Raven, F., Meijer, E. L., Kas, M. J. H., Ramirez, S., Meerlo, P., & Havekes, R. (2023). Recovering object-location memories after sleep deprivation-induced amnesia. Current Biology, 33(2), 298-308.e5. https://doi.org/10.1016/j.cub.2022.12.006
Broadbent, D. E., Cooper, P. F., FitzGerald, P., & Parkes, K. R. (1982). The Cognitive Failures Questionnaire (CFQ) and its correlates. British journal of clinical psychology, 21(1), 1–16. https://doi.org/10.1111/j.2044-8260.1982.tb01421.x
Cacciamani, S., Perrucci, V., & Fujita, N. (2021). Promoting students’ collective cognitive responsibility through concurrent, embedded and transformative assessment in blended higher education courses. Technology, knowledge and learning, 26(4), 1169–1194. https://doi.org/10.1007/s10758-021-09535-0
Carrigan, N., & Barkus, E. (2016). A systematic review of cognitive failures in daily life: Healthy populations. Neuroscience & biobehavioral reviews, 63, 29–42. https://doi.org/10.1016/j.neubiorev.2016.01.010
Cassuto, H., Ben-Simon, A., & Berger, I. (2013). Using environmental distractors in the diagnosis of ADHD. Frontiers in human neuroscience, 7. https://doi.org/10.3389/fnhum.2013.00805
Cicekci, M. A., & Sadik, F. (2019). Teachers’ and students’ opinions about students’ attention problems during the lesson. Journal of education and learning, 8(6), 15. https://doi.org/10.5539/jel.v8n6p15
Closs, L., Mahat, M., & Imms, W. (2022). Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics. Learning environments research, 25(1), 271–285. https://doi.org/10.1007/s10984-021-09361-2
Collie, R. J., & Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational practice and theory, 38(1), 27–39. https://doi.org/10.7459/ept/38.1.03
Deary, I. J., Corley, J., Gow, A. J., Harris, S. E., Houlihan, L. M., Marioni, R. E., Penke, L., Rafnsson, S. B., & Starr, J. M. (2009). Age-associated cognitive decline. British medical bulletin, 92(1), 135–152. https://doi.org/10.1093/bmb/ldp033
del-Valle, M. V., Canet-Juric, L., Zamora, E. V., Andrés, M. L., & Urquijo, S. (2024). Executive functions and their relation to academic performance in university students. Psicología educativa, 30(1), 47–55. https://doi.org/10.5093/psed2024a2
Dominguez, L. J., Veronese, N., Vernuccio, L., Catanese, G., Inzerillo, F., Salemi, G., & Barbagallo, M. (2021). Nutrition, physical activity, and other lifestyle factors in the prevention of cognitive decline and dementia. Nutrients, 13(11), 4080. https://doi.org/10.3390/nu13114080
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological science in the public interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research quarterly for exercise and sport, 88(3), 241–250. https://doi.org/10.1080/02701367.2017.1342495
Escartí, A., Wright, P. M., Pascual, C., & Gutiérrez, M. (2015). Tool for Assessing Responsibility-based Education (TARE) 2.0: Instrument revisions, inter-rater reliability, and correlations between observed teaching strategies and student behaviors. Universal journal of psychology, 3(2), 55–63. https://doi.org/10.13189/ujp.2015.030205
Fernández-Río, J., Cecchini, J. A., Merino-Barrero, J. A., & Valero-Valenzuela, A. (2019). Perceived classroom responsibility climate questionnaire: A new scale. Psicothema, 31(4), 475–481. https://doi.org/10.7334/psicothema2019.76
Fiorenzato, E., Zabberoni, S., Costa, A., & Cona, G. (2021). Cognitive and mental health changes and their vulnerability factors related to COVID-19 lockdown in Italy. PLOS ONE, 16(1), e0246204. https://doi.org/10.1371/journal.pone.0246204
Gargrish, S., Mantri, A., Kaur, D. P., Sharma, B., & Singh, G. (2022). Factors affecting memory retention in K-12 students for the development of AR-based learning application (pp. 447–456). https://doi.org/10.1007/978-981-16-8774-7_36
Han, S., Liu, D., & Lv, Y. (2022). The influence of psychological safety on students’ creativity in project-based learning: The mediating role of psychological empowerment. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.865123
Hanaysha, J. R., Shriedeh, F. B., & In’airat, M. (2023). Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance. International journal of information management data insights, 3(2), 100188. https://doi.org/10.1016/j.jjimei.2023.100188
Hofheimer, J. A. (2020). Neuropsychological Assessment. In encyclopedia of infant and early childhood development (pp. 396–410). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.05854-5
Ibarra, B. N. (2022). Understanding sel to create a sense of belonging: The role teachers play in addressing students’ social and emotional well-being. Current issues in education, 23(2). https://doi.org/10.14507/cie.vol23iss2.2049
Jaleel, S., & Premachandran, P. (2016). A study on the metacognitive awareness of secondary school students. Universal journal of educational research, 4(1), 165–172. https://doi.org/10.13189/ujer.2016.040121
Kennedy, M. J., Hirsch, S. E., Rodgers, W. J., Bruce, A., & Lloyd, J. W. (2017). Supporting high school teachers’ implementation of evidence-based classroom management practices. Teaching and teacher education, 63, 47–57. https://doi.org/10.1016/j.tate.2016.12.009
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043
Lewis, R. (2001). Classroom discipline and student responsibility: teaching and teacher education, 17(3), 307–319. https://doi.org/10.1016/S0742-051X(00)00059-7
Li, Y., Wang, Y., Gu, N., Cao, Y., & Ye, M. (2022). Application of multiple regression analysis model in table tennis competition. Journal of environmental and public health, 2022, 1–8. https://doi.org/10.1155/2022/6748465
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Frontiers in education, 3. https://doi.org/10.3389/feduc.2018.00049
Ma, Y., & Wei, C. (2022). The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.939661
Manzano-Sánchez, D., Valero-Valenzuela, A., & Hortigüela-Alcalá, D. (2024). Responsibility as a predictor of climate and school violence through autonomous motivation in Physical Education classes: Differences based on sex and educational stage. Revista de psicodidáctica (English Ed.), 29(1), 28–38. https://doi.org/10.1016/j.psicoe.2023.11.002
Martinek, T., Holland, B., & Seo, G. (2019). Understanding physical activity engagement in students: skills, values, and hope. RICYDE. Revista internacional de ciencias del deporte, 15(55), 88–101. https://doi.org/10.5232/ricyde2019.05506
Melero-Cañas, D., Morales-Baños, V., Ardoy, D. N., Manzano-Sánchez, D., & Valero-Valenzuela, A. (2021). Enhancements in cognitive performance and academic achievement in adolescents through the hybridization of an instructional model with gamification in Physical Education. Sustainability, 13(11), 5966. https://doi.org/10.3390/su13115966
Mitchell, A. J., Kemp, S., Benito-León, J., & Reuber, M. (2010). The influence of cognitive impairment on health-related quality of life in neurological disease. Acta neuropsychiatrica, 22(1), 2–13. https://doi.org/10.1111/j.1601-5215.2009.00439.x
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: literature review. International journal of humanities and innovation, 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Murata, A., Nakamura, T., & Karwowski, W. (2015). Influence of cognitive biases in distorting decision making and leading to critical unfavorable incidents. Safety, 1(1), 44–58. https://doi.org/10.3390/safety1010044
Oates, S. (2019). The importance of autonomous, self-regulated learning in primary initial teacher training. Frontiers in education, 4. https://doi.org/10.3389/feduc.2019.00102
Parker, M., & Hellison, D. (2001). Teaching responsibility in Physical Education: standards, outcomes, and beyond. Journal of physical education, recreation & dance, 72(9), 25–27. https://doi.org/10.1080/07303084.2001.10605863
Podlesek, A., Komidar, L., & Kavcic, V. (2021). The relationship between perceived stress and subjective cognitive decline during the COVID-19 epidemic. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.647971
Polet, J., Hassandra, M., Lintunen, T., Laukkanen, A., Hankonen, N., Hirvensalo, M., Tammelin, T., & Hagger, M. S. (2019). Using Physical Education to promote out-of school physical activity in lower secondary school students – A randomized controlled trial protocol. BMC public health, 19(1), 157. https://doi.org/10.1186/s12889-019-6478-x
Pulimeno, M., Piscitelli, P., Colazzo, S., Colao, A., & Miani, A. (2020). School as ideal setting to promote health and wellbeing among young people. Health promotion perspectives, 10(4), 316–324. https://doi.org/10.34172/hpp.2020.50
Rahman, Md. M., Tabash, M. I., Salamzadeh, A., Abduli, S., & Rahaman, Md. S. (2022). Sampling techniques (probability) for quantitative social science researchers: A conceptual guidelines with examples. SEEU review, 17(1), 42–51. https://doi.org/10.2478/seeur-2022-0023
Rast, P., Zimprich, D., Van Boxtel, M., & Jolles, J. (2009). Factor structure and measurement invariance of the cognitive failures questionnaire across the adult life span. Assessment, 16(2), 145–158. https://doi.org/10.1177/1073191108324440
Roberts, G., Quach, J., Gold, L., Anderson, P., Rickards, F., Mensah, F., Ainley, J., Gathercole, S., & Wake, M. (2011). Can improving working memory prevent academic difficulties? A school based randomised controlled trial. BMC Pediatrics, 11(1), 57. https://doi.org/10.1186/1471-2431-11-57
Robinson, O. J., Vytal, K., Cornwell, B. R., & Grillon, C. (2013). The impact of anxiety upon cognition: Perspectives from human threat of shock studies. Frontiers in human neuroscience, 7. https://doi.org/10.3389/fnhum.2013.00203
Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in health sciences education, 16(4), 465–479. https://doi.org/10.1007/s10459-011-9272-9
Saeedi, M., & Rashidy-Pour, A. (2021). Association between chronic stress and Alzheimer’s disease: Therapeutic effects of saffron. Biomedicine & pharmacotherapy, 133, 110995. https://doi.org/10.1016/j.biopha.2020.110995
Selvaraj, A. M., & Azman, H. (2020). Reframing the effectiveness of feedback in improving teaching and learning achievement. International journal of evaluation and research in education, 9(4), 1055. https://doi.org/10.11591/ijere.v9i4.20654
Song, H., & Cai, L. (2024). Interactive learning environment as a source of critical thinking skills for college students. BMC medical education, 24(1), 270. https://doi.org/10.1186/s12909-024-05247-y
Sörqvist, P., & Rönnberg, J. (2014). Individual differences in distractibility: An update and a model. PsyCh journal, 3(1), 42–57. https://doi.org/10.1002/pchj.47
Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The scientific world journal, 2012, 1–8. https://doi.org/10.1100/2012/208907
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How study environments foster academic procrastination: Overview and recommendations. Frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.540910
Unsworth, N., & McMillan, B. D. (2017). Attentional disengagements in educational contexts: A diary investigation of everyday mind-wandering and distraction. Cognitive research: Principles and implications, 2(1), 32. https://doi.org/10.1186/s41235-017-0070-7
Valero-Valenzuela, A., Camerino, O., Manzano-Sánchez, D., Prat, Q., & Castañer, M. (2020). Enhancing learner motivation and classroom social climate: A mixed methods approach. International journal of environmental research and public health, 17(15), 5272. https://doi.org/10.3390/ijerph17155272
Vergara-Torres, A. P., Tristán, J., López-Walle, J. M., González-Gallegos, A., Pappous, A. S., & Tomás, I. (2021). Quality of the Physical Education teacher’s instruction in the perspective of self-determination. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.708441
Wang, C., Li, J., Li, H., Xia, Y., Wang, X., Xie, Y., & Wu, J. (2022). Learning from errors? The impact of erroneous example elaboration on learning outcomes of medical statistics in Chinese medical students. BMC medical education, 22(1), 469. https://doi.org/10.1186/s12909-022-03460-1
Wilens, T. E., & Spencer, T. J. (2010). Understanding attention-deficit/hyperactivity disorder from childhood to adulthood. Postgraduate medicine, 122(5), 97–109. https://doi.org/10.3810/pgm.2010.09.2206
Wray-Lake, L., & Syvertsen, A. K. (2011). The developmental roots of social responsibility in childhood and adolescence. New directions for child and adolescent development, 2011(134), 11–25. https://doi.org/10.1002/cd.308
Zheng, F. (2022). Fostering students’ well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.796728
Zhou, L., Tao, X., He, F., Zhou, P., & Qi, H. (2021). Reducing false triggering caused by irrelevant mental activities in brain-computer interface based on motor imagery. IEEE journal of biomedical and health informatics, 25(9), 3638–3648. https://doi.org/10.1109/JBHI.2021.3066610
Ziegler, D. A., Janowich, J. R., & Gazzaley, A. (2018). Differential impact of interference on internally- and externally-directed attention. Scientific reports, 8(1), 2498. https://doi.org/10.1038/s41598-018-20498-8