000171002 001__ 171002 000171002 005__ 20260430151736.0 000171002 0247_ $$2doi$$a10.1016/j.stueduc.2026.101597 000171002 0248_ $$2sideral$$a149046 000171002 037__ $$aART-2026-149046 000171002 041__ $$aeng 000171002 100__ $$0(orcid)0000-0001-8245-349X$$aGarcía-Cazorla, Javier$$uUniversidad de Zaragoza 000171002 245__ $$aEvaluating longitudinal, reciprocal, and cross-sectional effects of (de)motivating teaching styles on students’ psychological and educational outcomes in physical education 000171002 260__ $$c2026 000171002 5060_ $$aAccess copy available to the general public$$fUnrestricted 000171002 5203_ $$aGrounded in Self-Determination Theory and the circumplex model of teaching behaviors, this three-wave study (N = 637 secondary students) analyzed longitudinal, reciprocal, and cross-sectional relations among (de)motivating teaching styles, basic psychological needs (BPN), and student outcomes using a structural equation model. Perceived autonomy-supportive and structuring styles at Time 1 (T1) predicted higher BPN satisfaction at Time 2 (T2), which, in turn, related to more positive experiences and perceived learning in class and greater intention for physical activity beyond class at Time 3 (T3). Conversely, controlling and chaotic styles at T1 were linked to BPN frustration at T2 and poorer outcomes at T3. BPN satisfaction (frustration) at T2 also showed a longitudinal associations with higher (lower) perceptions of autonomy-supportive/structuring, and lower (higher) controlling/chaotic styles at T3. Findings highlight long-term, bidirectional dynamics with implications for teacher education. The findings indicate that teacher training programs should foster autonomy-supportive and structuring styles while reducing controlling and chaotic ones to promote adaptive motivational patterns and improve student outcomes. 000171002 536__ $$9info:eu-repo/grantAgreement/ES/DGA/PROY_S01_24 000171002 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es 000171002 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000171002 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza 000171002 700__ $$aMatos, Lennia 000171002 700__ $$aGargurevich, Rafael 000171002 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza 000171002 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal 000171002 773__ $$g89 (2026), 101597 [11pp.]$$pStud. educ. eval.$$tStudies in Educational Evaluation$$x0191-491X 000171002 8564_ $$s2745941$$uhttps://zaguan.unizar.es/record/171002/files/texto_completo.pdf$$yVersión publicada 000171002 8564_ $$s2402504$$uhttps://zaguan.unizar.es/record/171002/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000171002 909CO $$ooai:zaguan.unizar.es:171002$$particulos$$pdriver 000171002 951__ $$a2026-04-30-13:58:48 000171002 980__ $$aARTICLE