000150733 001__ 150733
000150733 005__ 20250214153850.0
000150733 0247_ $$2doi$$a10.21071/psye.v17i1.17372
000150733 0248_ $$2sideral$$a141849
000150733 037__ $$aART-2025-141849
000150733 041__ $$aeng
000150733 100__ $$0(orcid)0000-0003-1357-9771$$aDiloy-Peña, Sergio
000150733 245__ $$aHow can Physical Education teachers’ high directiveness impact students’ experiences of enjoyment and boredom?
000150733 260__ $$c2025
000150733 5060_ $$aAccess copy available to the general public$$fUnrestricted
000150733 5203_ $$aBased on Self-Determination Theory, a recent theory in the educational context introduces an integrative and detailed circumplex model that categorizes teaching styles into eight (de)motivating approaches, depending on their level of directiveness and support or threat to students’ needs. However, the evidence so far on how high directiveness approaches (i.e., guiding, clarifying, demanding, domineering) is limited regarding its potential connection to various (mal)adaptive outcomes in Physical Education, given that Physical Education teachers can adopt different high directiveness approaches for optimal classroom management. The present study aims to examine the differential impact of high directiveness leadership: structuring style (i.e., guiding and clarifying) versus controlling style (i.e., demanding and domineering), on students’ affective outcomes (i.e., enjoyment and boredom). A convenience sample of 697 students (51% girls; Mage = 14.52; SD = 1.45), aged between 12 and 17 years, participated in this cross-sectional study. The results show that enjoyment during Physical Education lessons was positively and significantly predicted by the guiding and clarifying approaches. In contrast, boredom was negatively and significantly predicted by the guiding approach, while the domineering approach positively and significantly predicted boredom. The results emphasized the importance of Physical Education teachers adopting structuring approaches (i.e., guiding and clarifying) and avoiding controlling approaches (i.e., demanding and domineering) to promote adaptive affective outcomes in students.
000150733 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S01-24$$9info:eu-repo/grantAgreement/ES/MCIU/FPU23-03297
000150733 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-sa$$uhttp://creativecommons.org/licenses/by-nc-sa/3.0/es/
000150733 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000150733 700__ $$0(orcid)0000-0001-8245-349X$$aGarcía-Cazorla, Javier$$uUniversidad de Zaragoza
000150733 700__ $$0(orcid)0000-0002-4869-6698$$aMayo-Rota, Carlos$$uUniversidad de Zaragoza
000150733 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000150733 700__ $$aVillafaña-Samper, Zilia$$uUniversidad de Zaragoza
000150733 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000150733 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000150733 773__ $$g17, 1 (2025), 21-28$$pPsychol. soc. educ.$$tPsychology, Society, & Education$$x2171-2085
000150733 8564_ $$s451702$$uhttps://zaguan.unizar.es/record/150733/files/texto_completo.pdf$$yVersión publicada
000150733 8564_ $$s2780410$$uhttps://zaguan.unizar.es/record/150733/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000150733 909CO $$ooai:zaguan.unizar.es:150733$$particulos$$pdriver
000150733 951__ $$a2025-02-14-14:03:35
000150733 980__ $$aARTICLE