000145435 001__ 145435 000145435 005__ 20241030091919.0 000145435 0247_ $$2doi$$a10.1177/1356336X241229353 000145435 0248_ $$2sideral$$a137648 000145435 037__ $$aART-2024-137648 000145435 041__ $$aeng 000145435 100__ $$0(orcid)0000-0003-1357-9771$$aDiloy-Peña, Sergio$$uUniversidad de Zaragoza 000145435 245__ $$aStudents’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning 000145435 260__ $$c2024 000145435 5060_ $$aAccess copy available to the general public$$fUnrestricted 000145435 5203_ $$aGrounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( Mage) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle. 000145435 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/ 000145435 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion 000145435 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza 000145435 700__ $$0(orcid)0000-0002-2077-1983$$aSevil-Serrano, Javier 000145435 700__ $$0(orcid)0000-0001-8245-349X$$aGarcía-Cazorla, Javier$$uUniversidad de Zaragoza 000145435 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza 000145435 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal 000145435 7102_ $$11006$$2245$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Educación Física y Depor. 000145435 773__ $$g30, 4 (2024), 563-583$$pEuropean Physical Education Review$$tEuropean Physical Education Review$$x1356-336X 000145435 8564_ $$s1069058$$uhttps://zaguan.unizar.es/record/145435/files/texto_completo.pdf$$yPostprint 000145435 8564_ $$s1499855$$uhttps://zaguan.unizar.es/record/145435/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint 000145435 909CO $$ooai:zaguan.unizar.es:145435$$particulos$$pdriver 000145435 951__ $$a2024-10-30-08:48:24 000145435 980__ $$aARTICLE