Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences

Diloy-Peña, Sergio ; García-González, Luis (Universidad de Zaragoza) ; Haerens, Leen ; De Cocker, Katrien ; Burgueño, Rafael ; Abós, Ángel (Universidad de Zaragoza)

Resumen: The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high-directiveness profiles, with “very high structure-very high control” being the most adaptive and “low structure–low control” the most maladaptive in terms of need-based experiences. Four low directiveness profiles were identified, with “very high autonomy support-very low chaos” being the most adaptive and “low autonomy support-moderate chaos” the most maladaptive.

Idioma: Inglés

DOI: 10.1016/j.tate.2025.105003

Año: 2025

Publicado en: TEACHING AND TEACHER EDUCATION 159 (2025), 105003 [12 pp.]
ISSN: 0742-051X

Financiación: info:eu-repo/grantAgreement/ES/DGA/S01-24

Tipo y forma: Artículo (PostPrint)

Área (Departamento): Área Didáctica Expres.Corporal (Dpto. Expres.Music.Plást.Corp.)