000165718 001__ 165718
000165718 005__ 20260113234335.0
000165718 0247_ $$2doi$$a10.3390/educsci16010108
000165718 0248_ $$2sideral$$a147335
000165718 037__ $$aART-2026-147335
000165718 041__ $$aeng
000165718 100__ $$aGarcía-Cazorla, Javier
000165718 245__ $$aHow Need-Thwarting Teaching Styles Are Combined for Physical Education Teachers: Differences in Students´ Motivational Outcomes
000165718 260__ $$c2026
000165718 5060_ $$aAccess copy available to the general public$$fUnrestricted
000165718 5203_ $$aGrounded in the circumplex model, this study examined how need-thwarting teaching styles, control and chaos, are combined by Physical Education teachers (as perceived by students) and how these combinations differ in relation to students’ basic psychological needs and motivational outcomes within (experiences and perceived learning) and outside (intention to be physically active) the Physical Education context. A total of 431 Spanish secondary school students (Mage = 14.92; 53% girls) participated. Latent profile analysis identified three profiles: (1) high control—moderate chaos (35%), (2) moderate control—high chaos (9%), and (3) high demanding—low chaos (56%). Mean comparisons revealed that students in the “high demanding—low chaos” profile reported the most adaptive outcomes, including greater autonomy and competence satisfaction, more positive Physical Education experiences, higher perceived learning, and stronger intentions to be physically active. Conversely, the “moderate control—high chaos” profile was linked to the most maladaptive outcomes, characterized by greater basic psychological needs frustration and poorer experiences, learning, and physical activity intentions. The “high control—moderate chaos” profile yielded intermediate results. Overall, findings indicate that chaotic teaching, especially in its abandoning form, was associated with the worst quality of students’ motivation, while a demanding approach may be comparatively less harmful but still detrimental. Teacher training should therefore reduce controlling and chaotic practices and foster autonomy support and structure.
000165718 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S01-24
000165718 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000165718 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000165718 700__ $$0(orcid)0000-0002-4869-6698$$aMayo-Rota, Carlos$$uUniversidad de Zaragoza
000165718 700__ $$0(orcid)0009-0003-6879-8813$$aVillafaña-Samper, Zilia$$uUniversidad de Zaragoza
000165718 700__ $$0(orcid)0009-0005-6811-7218$$aEsteban-Torres, Diego$$uUniversidad de Zaragoza
000165718 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000165718 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000165718 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000165718 773__ $$g16, 1 (2026), 108 [18 pp.]$$tEducation Sciences$$x2227-7102
000165718 8564_ $$s693754$$uhttps://zaguan.unizar.es/record/165718/files/texto_completo.pdf$$yVersión publicada
000165718 8564_ $$s2330316$$uhttps://zaguan.unizar.es/record/165718/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000165718 909CO $$ooai:zaguan.unizar.es:165718$$particulos$$pdriver
000165718 951__ $$a2026-01-13-22:06:49
000165718 980__ $$aARTICLE