doi:10.1016/j.stueduc.2026.101597engGarcía-Cazorla, JavierAbós, ÁngelMatos, LenniaGargurevich, RafaelGarcía-González, LuisEvaluating longitudinal, reciprocal, and cross-sectional effects of (de)motivating teaching styles on students’ psychological and educational outcomes in physical educationART-2026-149046Grounded 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.2026http://zaguan.unizar.es/record/17100210.1016/j.stueduc.2026.101597http://zaguan.unizar.es/record/171002oai:zaguan.unizar.es:171002info:eu-repo/grantAgreement/ES/DGA/PROY_S01_24Studies in Educational Evaluation 89 (2026), 101597 [11pp.]by-nc-ndhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.esinfo:eu-repo/semantics/openAccess