000162261 001__ 162261
000162261 005__ 20251017144557.0
000162261 0247_ $$2doi$$a10.1016/j.ijer.2025.102717
000162261 0248_ $$2sideral$$a144901
000162261 037__ $$aART-2025-144901
000162261 041__ $$aeng
000162261 100__ $$aBouten, Arne
000162261 245__ $$aChaotic (laissez-faire) teaching: The most harmful style for students’ psychological needs?
000162261 260__ $$c2025
000162261 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162261 5203_ $$aSelf-Determination Theory (SDT) has been widely used to understand how different teaching styles impact student outcomes. Previous research has mainly focused on the negative effects of controlling teaching, while the influence of chaotic (laissez-faire) teaching has been less explored. This study examines how students' perceptions of highly chaotic (i.e., abandoning) and highly controlling (i.e., domineering) teaching approaches are related to the satisfaction and frustration of student basic psychological needs in secondary physical education (PE). The study involved 916 students in Belgium (58% girls; 15.37 ± 1.62 years old) and 1124 students in Spain (52% girls; 14.60 ± 1.51 years old).
Using linear mixed-effects models, we found that both abandoning and domineering teaching approaches were adversely associated with students' basic psychological needs. The abandoning approach showed the strongest positive association with overall need frustration in both samples. Moreover, the abandoning approach was most strongly associated with competence and relatedness frustration in both countries, as well as with lower competence satisfaction in Spain. Both approaches showed a similar positive relationship with autonomy frustration.
This study expands our understanding of demotivating teaching by demonstrating the harmful potential of highly chaotic teaching, beyond the well-known harmful effects of controlling teaching. The consistency of the findings across both countries highlights the international relevance of this research. These findings suggests that reducing highly chaotic (i.e., laissez-faire) teaching should be a priority in international educational practices and policies. Future research could investigate the causes, effects, and potential moderators of chaotic teaching to further guide educational policy and practice in different cultural contexts.
000162261 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S01-24
000162261 540__ $$9info:eu-repo/semantics/embargoedAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000162261 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000162261 700__ $$aDiloy-Peña, Sergio
000162261 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000162261 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000162261 700__ $$aHaerens, Leen
000162261 700__ $$aDe Cocker, Katrien
000162261 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000162261 773__ $$g133 (2025), 102717 [19 pp.]$$pInt. j. educ. res.$$tInternational Journal of Educational Research$$x0883-0355
000162261 8564_ $$s2251955$$uhttps://zaguan.unizar.es/record/162261/files/texto_completo.pdf$$yVersión publicada$$zinfo:eu-repo/date/embargoEnd/2027-07-18
000162261 8564_ $$s1818047$$uhttps://zaguan.unizar.es/record/162261/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada$$zinfo:eu-repo/date/embargoEnd/2027-07-18
000162261 909CO $$ooai:zaguan.unizar.es:162261$$particulos$$pdriver
000162261 951__ $$a2025-10-17-14:13:38
000162261 980__ $$aARTICLE