RT Journal Article
T1 Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences
A1 Diloy-Peña, Sergio
A1 García-González, Luis
A1 Haerens, Leen
A1 De Cocker, Katrien
A1 Burgueño, Rafael
A1 Abós, Ángel
K1 Investigación activa en educación
K1 Profesores de educación física
AB 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-directiveness profiles, with “very high structure-very high control” being the most adaptive and “low structure–low control” the most maladaptive in terms of need-based experiences. Four low directiveness profiles were identified, with “very high autonomy support-very low chaos” being the most adaptive and “low autonomy support-moderate chaos” the most maladaptive.
PB Elsevier
YR 2025
FD 2025
LK https://hdl.handle.net/10630/45774
UL https://hdl.handle.net/10630/45774
LA eng
NO Diloy-Peña, S., García-González, L., Haerens, L., De Cocker, K., Burgueño, R., & Abós, Á. (2025). Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences. Teaching and Teacher Education, 159(June), 105003. https://doi.org/10.1016/j.tate.2025.105003
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 17 mar 2026