RT Journal Article
T1 Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education.
A1 Burgueño Menjibar, Rafael
A1 García-González, Luis
A1 Abós, Ángel
A1 Sevil-Serrano, Javier
K1 Educación física - Estudio y enseñanza
K1 Profesores - Formación profesional
K1 Investigación activa en educación
AB Background: Consistent with self-determination theory (SDT), teachersmay differ in the motivating style used to motivate students in physicaleducation (PE). When relying on need-supportive behaviors, teachersattempt to provide students with opportunities for choices andinitiative (autonomy support), valuable information and feedback(competence support), and an emotional and affective environment(relatedness support). Alternatively, teachers relying on need-thwartingbehaviors tend to adopt a controlling language (autonomy thwarting),unclear goals toward the task (competence thwarting), and cold linkswith students (relatedness thwarting). While competence, autonomy,and relatedness supportive and thwarting behaviors are theoreticallydistinct in the instructional practice, every teaching behavior may cooccur to different degrees. Grounded in SDT, the only existing personcentered study in PE showed that PE teachers’ autonomy-supportiveand controlling teaching behaviors can be combined through thestudents’ eyes, being associated with different motivational outcomes.Purpose: Adopting a person-centered approach, this research aimed toextend previous knowledge by examining how different combinations ofstudents’ perceptions of autonomy, competence, and relatednesssupportive and thwarting teaching behaviors are associated withstudents’ need satisfaction, need frustration, and motivation in PE.Method: A sample of 478 middle school students (53.97% girls)participated in the study. First, a two-step cluster analysis usingautonomy, competence, and relatedness supportive and thwartingbehaviors was run to identify different motivating teaching profiles.Subsequently, a multivariate analysis of covariance was conducted toexamine differences between the retained clusters and students’ needbased experiences and motivational regulations.
PB Taylor & Francis
YR 2024
FD 2024-01-01
LK https://hdl.handle.net/10630/41341
UL https://hdl.handle.net/10630/41341
LA eng
NO Burgueño, R., García-González, L., Abós, Á., & Sevil-Serrano, J. (2024). Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy, 29(1), 82–96. https://doi.org/10.1080/17408989.2022.2028757
NO https://openpolicyfinder.jisc.ac.uk/id/publication/5941?from=single_hit
NO Margarita Salas’ Postdoctoral Research Fellowship from the Spanish Ministry of Universities (grant number: RR_A_2021_02).
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 23 ene 2026