The Effect of Blended Teaching Personal and Social Responsibility on College Students’ Personal and Social Responsibilities and Prosocial Behaviors With Self-Efficacy as a Mediator

Objective : To investigate the effects of a 16-week Blended Teaching Personal and Social Responsibility (BTPSR) intervention, applied once weekly for 90 min in rhythmic gymnastics instruction, on college students’ personal and social responsibility, prosocial behavior, and the mediating role of self-efficacy. Methods : A total of 66 first-year female college students from two classes participated in the experiment, aged 17–20 ( M = 18.39; SD = 0.653). The two classes were randomly selected and assigned as the experimental group and the control group. A 16-week teaching intervention was conducted (90 min per session), with the experimental group using BTPSR and the control group using traditional teaching methods. Results : The experimental group exhibited significant improvement in personal and social responsibility ( p < .001) and prosocial behavior ( p < .001), while the control group had no changes. Self-efficacy partially mediated the BTPSR model’ effect on prosocial behavior (β = 2.90, SE = 1.96, 95% confidence interval [0.10, 7.33]). Conclusion : BTPSR integration in rhythmic gymnastics significantly improved students’ personal and social responsibility and prosocial behavior, with self-efficacy mediating this enhancement. This teaching model is promising for developing students’ social competencies.