Ángel Abós
Biographic Data
| ID | 4684911 |
|---|---|
| NAME | Ángel Abós |
| GIVEN NAMES | Ángel |
| FAMILY NAME | Abós |
| SIGNATURE | ABÓS Á |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0002-1543-5109 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 32 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
How Need-Thwarting Teaching Styles Are Combined for Physical Education Teachers
Grounded 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 sc…
Relationships between (de-)motivating teaching approaches with students’ need-based experiences and affective outcomes in physical education
Background: From a traditional categorical perspective, the teacher’s overarching styles of autonomy support and structure have been identified as beneficial for students, while control and chaos have been considered detrimental in physical education (PE). Nevertheless, given that not all teaching practices within the same teaching style contribute equally to student learning, the circumplex approach to (de-)motivating teaching styfles, together …
Perfiles de preferencias de aprendizaje social y diferencias en comportamientos prosociales en estudiantes de Educación Física
Desde hace mucho tiempo, se reconoce que las clases de Educación Física (EF) no solo promueven el desarrollo de las habilidades y conductas motoras de los estudiantes, sino que también brindan un valioso contexto para fomentar el aprendizaje social y emocional. A pesar de ello, existe poca investigación que haya explorado las preferencias de aprendizaje social de los estudiantes de EF y su relación con las conductas prosociales. Este estudio tení…
Evaluating longitudinal, reciprocal, and cross-sectional effects of (de)motivating teaching styles on students’ psychological and educational outcomes in physical education
Grounded 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), whi…
Transforming Physical Education teaching through “MotivaDosEF”
Study protocol of a non-randomized controlled trial on a circumplex model-based motivational training program for pre-service physical education teachers
Physical Education Teacher Education is crucial, as it directly influences how pre-service Physical Education teachers will teach, motivate, and engage their future students. However, training programs that foster motivating teaching styles while minimizing demotivating ones remain scarce, particularly during initial teacher education. This study presents the protocol for a non-randomized controlled trial evaluating a motivational-based training …
Chaotic (laissez-faire) teaching
How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles
Following a cross-sectional design with 554 pre-service physical education teachers ( M age = 25.03 years-old; SD = ± 4.31; 67.8 % male), this study aimed to identify their motivational and teaching profiles and examine the relationships between them. Four distinct motivational profiles and four teaching profiles emerged. More self-determined motivational profiles were associated with more adaptive teaching profiles. Conversely, less self-determi…
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach
The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high…
Qué expectativas y dificultades perciben los futuros docentes de Educación Física en la implementación del modelo de Enseñanza Comprensiva del Deporte
Hasta la fecha, numerosos estudios han mostrado los beneficios de la aplicación de un modelo de enseñanza comprensiva durante las clases de EducaciónFísica. Sin embargo, los futuros docentes en formación perciben dificultades a la hora de aplicarlo. El objetivo del estudio fue examinar las expectativas de aplicacióndel modelo de Enseñanza Comprensiva del Deporte (ECD), así como las dificultades percibidas durante su implementación. Método: Partic…
A motivational training program for secondary physical education teachers based on the circumplex model
In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivatio…
Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education
Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback (competence support), and an emotional and affective environment (relatedness support). Alternatively, teachers…
What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach
Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-…
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach
Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affectiv…
How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players
The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experie…
Students’ need satisfaction and frustration profiles
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A pu…
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
A Community-Based Participatory Action Research with Women from Disadvantaged Populations
Disadvantaged populations usually adopt risk behaviours, resulting in obesity and mental health-related disorders. Grounded in the socioecological model and self-determination theory, the aims were firstly to describe and implement a two-year multiple health behaviour change intervention, and secondly, to assess the strengths and weaknesses of the intervention. In total, 11 women from a disadvantaged population participated in this programme, whi…
Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education
There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two seque…
The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players
The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach's autonomy-supportive behaviours on athletes' motivation. However, fewer studies have examined the influence of the coach's controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players' perception of the…
Understanding students’ novelty satisfaction in physical education
Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students (49.1% boys; 50.9% girls; mean age = 14.11 ±…
Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables (Guidelines for the scientific communi…
Despite the benefits of adopting a healthy lifestyle, a large percentage of young people do not meet the established recommendations for these health-related behaviors. Developing multiple health behavior interventions are, therefore, required. Although school has been considered an ideal setting to promote healthy lifestyles in children and adolescents, most school-based interventions reported small or non-significant effects, diminishing over t…
A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education
Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students' motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students ( M age = 15.50, SD age = 0.57) who were taught through a hybrid TGf…
Active or Passive Commuter? Discrepancies in Cut-off Criteria among Adolescents
Active commuting to school has health implications for young people. Previous research has shown the need to consistently define the concept of "active commuter", given that assessment as well as comparison between studies may be hindered by current discrepancies in frequency criteria. Using a sample of 158 Spanish students (12th-13th grade, 60.8% girls), the current study aimed to compare several cut-off criteria to rigorously identify the frequ…
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach
The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high…
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach
Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affectiv…
Students’ need satisfaction and frustration profiles
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A pu…
Gender and corporal expression activity in physical education
Grounded in Self-Determination Theory and Achievement Goal Theory, the objective of this study was to assess the effectiveness of an intervention programme on a series of motivational variables in a corporal expression teaching unit. An analysis was also conducted in terms of whether the impact of the intervention would be effective in boys and girls, given the social stereotypes inherent to this type of expression activity. A sample of 224 stude…
Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit
Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control …
Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better
The first aim of this work was to examine the independent influence of students' perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students' motivational outcomes in a LTP…
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Active or Passive Commuter? Discrepancies in Cut-off Criteria among Adolescents
Active commuting to school has health implications for young people. Previous research has shown the need to consistently define the concept of "active commuter", given that assessment as well as comparison between studies may be hindered by current discrepancies in frequency criteria. Using a sample of 158 Spanish students (12th-13th grade, 60.8% girls), the current study aimed to compare several cut-off criteria to rigorously identify the frequ…
How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale
Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 ( M age = 45.04; SD…
Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents
The aim of this study was to identify the prevalence and clustering of health-related behaviors in Spanish adolescents and to examine their association with sex, body mass index (BMI), different types of sedentary screen time, and adherence to 24-hour movement guidelines. A final sample of 173 students (M = 12.99 ± 0.51) participated in this study. Cluster analysis was conducted based on five health-related behaviors: PA and sedentary time derive…
Does 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
Grounded 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' motivationa…
Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables (Guidelines for the scientific communi…
Despite the benefits of adopting a healthy lifestyle, a large percentage of young people do not meet the established recommendations for these health-related behaviors. Developing multiple health behavior interventions are, therefore, required. Although school has been considered an ideal setting to promote healthy lifestyles in children and adolescents, most school-based interventions reported small or non-significant effects, diminishing over t…
A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education
Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students' motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students ( M age = 15.50, SD age = 0.57) who were taught through a hybrid TGf…
Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education
There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two seque…
The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players
The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach's autonomy-supportive behaviours on athletes' motivation. However, fewer studies have examined the influence of the coach's controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players' perception of the…
Understanding students’ novelty satisfaction in physical education
Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students (49.1% boys; 50.9% girls; mean age = 14.11 ±…
A Community-Based Participatory Action Research with Women from Disadvantaged Populations
Disadvantaged populations usually adopt risk behaviours, resulting in obesity and mental health-related disorders. Grounded in the socioecological model and self-determination theory, the aims were firstly to describe and implement a two-year multiple health behaviour change intervention, and secondly, to assess the strengths and weaknesses of the intervention. In total, 11 women from a disadvantaged population participated in this programme, whi…
Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players
The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experie…
Students’ need satisfaction and frustration profiles
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A pu…
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
A motivational training program for secondary physical education teachers based on the circumplex model
In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivatio…
Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education
Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback (competence support), and an emotional and affective environment (relatedness support). Alternatively, teachers…
What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach
Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-…
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach
Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affectiv…
Study protocol of a non-randomized controlled trial on a circumplex model-based motivational training program for pre-service physical education teachers
Physical Education Teacher Education is crucial, as it directly influences how pre-service Physical Education teachers will teach, motivate, and engage their future students. However, training programs that foster motivating teaching styles while minimizing demotivating ones remain scarce, particularly during initial teacher education. This study presents the protocol for a non-randomized controlled trial evaluating a motivational-based training …
Chaotic (laissez-faire) teaching
How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles
Following a cross-sectional design with 554 pre-service physical education teachers ( M age = 25.03 years-old; SD = ± 4.31; 67.8 % male), this study aimed to identify their motivational and teaching profiles and examine the relationships between them. Four distinct motivational profiles and four teaching profiles emerged. More self-determined motivational profiles were associated with more adaptive teaching profiles. Conversely, less self-determi…
Motivation and Self-Concept in Sports (27 works) · Psychology (26 works) · Social Psychology (19 works) · Social Psychology (16 works) · Physical education (14 works) · Mathematics education (13 works) · Autonomy (12 works) · Medicine (11 works) · Sport Psychology and Performance (11 works) · Behavioral Health and Interventions (10 works)