Evaluating longitudinal, reciprocal, and cross-sectional effects of (de)motivating teaching styles on students’ psychological and educational outcomes in physical education
Bibliographic Data
| ID | 21067748 |
|---|---|
| Authors | Javier García-Cazorla (0000-0001-8245-349X, Universidad de Zaragoza, corresponding author), Ángel Abós (0000-0002-1543-5109, Universidad de Zaragoza), Lennia Matos (0000-0003-2271-4816, Pontificia Universidad Católica del Perú), Rafael Gargurevich (0000-0001-6346-4134, Pontificia Universidad Católica del Perú), Luis García-González (0000-0001-8115-0649, Universidad de Zaragoza) |
| Year | 2026 |
| Volume | 89 |
| Pages | 101597 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2026.101597 |
| OpenAlex | W7137927028 |
| Language | EN |
| References cited | 39 |
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), 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. • Autonomy-supportive teaching at T1 predicted BPN satisfaction at T2, which enhanced PE experiences, learning, and PA intention at T3. • Controlling and chaotic teaching at T1 predicted BPN frustration at T2, which reduced PE experiences, learning, and PA intention at T3. • BPN satisfaction at T2 positively predicted later perceptions of autonomy-supportive and structuring styles. • BPN frustration at T2 predicted increased perceptions of controlling and chaotic teaching at T3. • Autonomy-supportive and structuring styles were cross-sectionally linked to positive PE outcomes, while controlling style was negatively linked to students’ PE experiences
Cognitive style · Evaluation methods · Physical education · Self-efficacy · Teaching method · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Physical Education and Pedagogy
Engaging students in learning activities
Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.
Basic psychological need theory
Response to Leslie Hayduk’s Review of Principles and Practice of Structural Equation Modeling, 4th Edition
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Self-determination theory in physical education
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Self-determination theory applied to physical education
Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach
What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach
See the forest by looking at the trees
When teachers learn how to provide classroom structure in an autonomy-supportive way
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Learning how to become an autonomy-supportive teacher begins with perspective taking
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
| Highly cited | No |
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