000089887 001__ 89887 000089887 005__ 20200716101536.0 000089887 0247_ $$2doi$$a10.3390/ijerph16162839 000089887 0248_ $$2sideral$$a113101 000089887 037__ $$aART-2019-113101 000089887 041__ $$aeng 000089887 100__ $$0(orcid)0000-0002-1543-5109$$aAbós Catalán, Ángel$$uUniversidad de Zaragoza 000089887 245__ $$aDoes the level of motivation of physical education teachers matter in terms of job satisfaction and emotional exhaustion? A person-centered examination based on self-determination theory 000089887 260__ $$c2019 000089887 5060_ $$aAccess copy available to the general public$$fUnrestricted 000089887 5203_ $$aGrounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated”, “somewhat motivated”, “autonomous-controlled motivated”, and “relatively autonomously motivated”. Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation. 000089887 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S17-17R 000089887 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000089887 592__ $$a0.739$$b2019 000089887 590__ $$a2.849$$b2019 000089887 593__ $$aHealth, Toxicology and Mutagenesis$$c2019$$dQ2 000089887 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b32 / 170 = 0.188$$c2019$$dQ1$$eT1 000089887 593__ $$aPublic Health, Environmental and Occupational Health$$c2019$$dQ2 000089887 591__ $$aENVIRONMENTAL SCIENCES$$b105 / 265 = 0.396$$c2019$$dQ2$$eT2 000089887 593__ $$aPollution$$c2019$$dQ2 000089887 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b58 / 193 = 0.301$$c2019$$dQ2$$eT1 000089887 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000089887 700__ $$aHaerens, Leen 000089887 700__ $$0(orcid)0000-0002-2077-1983$$aSevil Serrano, Javier$$uUniversidad de Zaragoza 000089887 700__ $$aMorbée, Sofie 000089887 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía González, Luis$$uUniversidad de Zaragoza 000089887 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal 000089887 773__ $$g16, 16 (2019), 2839 [15 pp.]$$pInt. j. environ. res. public health$$tInternational Journal of Environmental Research and Public Health$$x1661-7827 000089887 8564_ $$s740844$$uhttps://zaguan.unizar.es/record/89887/files/texto_completo.pdf$$yVersión publicada 000089887 8564_ $$s448760$$uhttps://zaguan.unizar.es/record/89887/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000089887 909CO $$ooai:zaguan.unizar.es:89887$$particulos$$pdriver 000089887 951__ $$a2020-07-16-09:37:14 000089887 980__ $$aARTICLE