Author(s): SOOS, I., CZIRJAK, G., WHYTE, I., SZEKERES, D., HAMAR, P., Institution: HUNGARIAN UNIVERSITY OF SPORTS SCIENCE, Country: HUNGARY, Abstract-ID: 932

Introduction
Educational styles can be viewed as sitting on two axes: emotional closeness-emotional distance axis, and ‘little’ teaching, little restrictions-much teaching, many restrictions axis. Taking cognisance of this model, three educational methods can be distinguished: order-demanding’; ‘experience-centered-autonomous’; and ‘situation-dependent, combined’. Personal and social responsibility prepares young people for life in which the development of skills, values and virtues ensures a successful transition to adulthood. We assumed that teachers’ educational practices play a role in the development of students’ personal and social responsibility as well as facilitating the understanding and development of student motivation and behavior.
Material and Methods
A questionnaire survey was undertaken amongst primary, middle, and secondary school physical education teachers (n=67; female = 33.3%, male = 66.7% male, Mean Age 40.6 years, Mean Work Experience = 15.9 years). Teachers’ views of the importance of traditional, autonomous, and mixed educational procedures were noted as 21.4%, 28.6%, 50.0% respectively.
In addition to the demographic questionnaire, the Behavior Regulation in Exercise Questionnaire (BREQ-3), the Personal and Social Responsibility Questionnaire (PSRQ), and the Black Pedagogy Scale (BPS), were completed. All use 5-point- Likert scales. Data were analysed by performing descriptive statistics and MANOVA.
BREQ-3 responses identified intrinsic motivation (mean=3.5) and regulation subscales (mean=3.4) as being the most significant. The least significant were introjected regulation (mean=2.4) and amotivation (mean=2.5). PSRQ responses about teachers' opinions on students' personal and social responsibility were ranked as follows: helping others, caring for others (mean=3.5), respecting others (mean=3.4), self-direction (mean=3.4), goal setting and effort (mean=3.0). The BPS considered the opinions of physical education teachers on past and present student behavior and education methods and reported the following results: lack of student respect and humility towards other students and teachers (mean=4.2), deteriorating student behavior (mean=3.4), need for educating students to be obedient (mean=2.8), inappropriate punitive education in the past (mean=3.3), and inappropriate punitive education in the present (mean=2.1).
MANOVA revealed significant differences in intrinsic motivation between age groups, of primary, middle, and secondary school students (p=.022).
Conclusion
In conclusion, the application of both educational procedures (traditional-order-demanding and autonomous-experience-centered) are important during educational work. However, their combined application is most effective in the process of shaping student motivation, personal and social responsibility, and optimising behaviour.