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oai:riuma.uma.es:10630/413542026-02-03T11:15:43Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc García-González, Luis author Haerens, Leen author Abós, Ángel author Sevil-Serrano, Javier author Burgueño, Rafael author 2023-07-04 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 Ed- ucation (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, amotivation, and oppositional defiance. Of the four identified profiles, the “high competence-supportelow control” profile was the most adaptive, while the “low competence-supportevery high control” profile was the most maladaptive. Findings suggest that PE teachers combine both styles with differentiated students’ motivational outcomes García-González, L., Haerens, L., Abós, Á., Sevil-Serrano, J., & Burgueño, R. (2023). Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education. Teaching and Teacher Education, 132(October), 104216. https://doi.org/10.1016/j.tate.2023.104216 https://hdl.handle.net/10630/41354 10.1016/j.tate.2023.104216 Motivación (Psicología) Psicología de la educación Educación física - Estudio y enseñanza Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education.