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Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education. García-González, Luis Haerens, Leen Abós, Ángel Sevil-Serrano, Javier Burgueño, Rafael Motivación (Psicología) Psicología de la educación Educación física - Estudio y enseñanza 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 2026-01-08T13:20:34Z 2026-01-08T13:20:34Z 2026-01-08T13:20:34Z 2023-07-04 journal article 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 eng info:eu-repo/grantAgreement/ES/MICINN/PID2021-127897NA-I00 http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Elsevier