000135572 001__ 135572
000135572 005__ 20250411150809.0
000135572 0247_ $$2doi$$a10.1177/1356336X241248262
000135572 0248_ $$2sideral$$a138667
000135572 037__ $$aART-2024-138667
000135572 041__ $$aeng
000135572 100__ $$0(orcid)0000-0001-8245-349X$$aGarcía-Cazorla, Javier$$uUniversidad de Zaragoza
000135572 245__ $$aWhat factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach
000135572 260__ $$c2024
000135572 5060_ $$aAccess copy available to the general public$$fUnrestricted
000135572 5203_ $$aBuilding upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-sectional sample of 667 Spanish PE teachers (63.7% male; 54.7% primary; mean teaching experience = 10.77 years) participated. The overall results found that male, secondary school, and more experienced teachers scored lower on autonomy-supportive approaches, and higher on controlling and chaotic approaches. The findings also showed that, after controlling for gender, school level, and teaching experience, need satisfaction showed a direct significant effect on autonomous motivation and an indirect effect on participative, attuning, guiding, and clarifying approaches via autonomous motivation. Need frustration showed a direct significant effect on controlled motivation and amotivation and an indirect effect on demanding, domineering, abandoning, and awaiting approaches via controlled motivation and amotivation. Another noteworthy result is the positive relationship between need satisfaction and controlled motivation. Our results underscore the role that PE teachers’ personal traits play in the adaptive motivational mechanisms underlying their variety of (de)motivating approaches to PE teaching.
000135572 536__ $$9info:eu-repo/grantAgreement/ES/MCIN/AEI/10.13039/501100011033$$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-127897NA-I00
000135572 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000135572 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000135572 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000135572 700__ $$aBurgueño, Rafael
000135572 700__ $$0(orcid)0000-0003-1357-9771$$aDiloy-Peña, Sergio$$uUniversidad de Zaragoza
000135572 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000135572 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000135572 7102_ $$11006$$2245$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Educación Física y Depor.
000135572 773__ $$g31, 1 (2024), [41 pp.]$$pEuropean Physical Education Review$$tEuropean Physical Education Review$$x1356-336X
000135572 8564_ $$s1447686$$uhttps://zaguan.unizar.es/record/135572/files/texto_completo.pdf$$yPostprint
000135572 8564_ $$s1300823$$uhttps://zaguan.unizar.es/record/135572/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000135572 909CO $$ooai:zaguan.unizar.es:135572$$particulos$$pdriver
000135572 951__ $$a2025-04-11-15:05:16
000135572 980__ $$aARTICLE