The Circumplex Model of Need-Supportive and Need-Thwarting Teaching: A Guide for Research and Practice
Palabras clave:
Teoría de la Autodeterminación, estilos y enfoques motivadores y desmotivadores, Educación Física
Resumen
Los docentes de educación física desempeñan un papel crucial en la configuración de la motivación de los estudiantes y otros resultados importantes a través de sus interacciones de apoyo y de amenaza de las necesidades. Por lo tanto, comprender toda la gama y la complejidad de estas interacciones es esencial para avanzar tanto en la teoría como en la práctica. El Modelo Circular, un modelo basado en la Teoría de la Autodeterminación, ofrece un marco prometedor y basado en la evidencia para capturar esta complejidad. Integra diferentes dimensiones de apoyo y de amenaza de las necesidades y adopta un enfoque graduado y pormenorizado. Este texto reflexivo describe cómo el Modelo Circular puede guiar la investigación identificando qué constructos examinar, qué análisis utilizar y cómo hacer avanzar significativamente el campo de estudio. También destaca la relevancia práctica del modelo, proporcionando una guía para iniciativas de desarrollo profesional formativo y estudios de intervención. Además, el modelo ayuda a interpretar las prácticas docentes, mostrando que la efectividad de la enseñanza depende de su implementación e interpretación. En general, el Modelo Circular posee un gran potencial para avanzar en el ámbito educativo tendiendo un puente entre la teoría y la práctica.
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Aelterman, N., & Vansteenkiste, M. (2023). Need-supportive and need-thwarting socialization: A circumplex approach. In The Oxford handbook of self-determination theory (pp. 236– 257). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197600047.013.21
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles : the merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu000029
Behzadnia, B., Adachi, P. J., Deci, E. L., & Mohammadzadeh, H. (2018). Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A selfdetermination theory approach. Psychology of Sport and Exercise, 39, 10-19.
Borg, I., Groenen, P. J. F., & Mair, P. (2013). Applied Multidimensional Scaling. Berlin, Heidelberg Springer.
Bouten, A., Diloy-Pena, S., Abos, A., Garcia-Gonzalez, L., Haerens, L., & De Cocker, K. (2025). Chaotic (laissez-faire) teaching : the most harmful style for students’ psychological needs? International Journal of Educational Research, 133. https://doi.org/10.1016/j.ijer.2025.102717
Bouten, A., Haerens, L., Van Doren, N., Compernolle, S., & De Cocker, K. (2023). An online video annotation tool for optimizing secondary teachers’ motivating style : acceptability, usability, and feasibility. Teaching and Teacher Education, 134. https://doi.org/10.1016/j.tate.2023.104307
Burgueño, R., Abós, Á., Sevil-Serrano, J., Haerens, L., De Cocker, K., & García-González, L. (2023). A Circumplex Approach to (de)motivating Styles in Physical Education: Situations-In-School–Physical Education Questionnaire in Spanish Students, PreService, and In-Service Teachers. Measurement in Physical Education and Exercise Science, 28(1), 86–108. https://doi.org/10.1080/1091367X.2023.2248098
Burgueño, R., García-González, L., Abós, Á., & Sevil-Serrano, J. (2024). Students’ motivational experiences across profiles of perceived need-supportive and needthwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy, 29(1), 82-96. https://doi.org/10.1080/17408989.2022.2028757
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, Article 103004. https://doi.org/10.1016/j.tate.2019.103004
Delrue, J., Reynders, B., Vande Broek, G., Aelterman, N., De Backer, M., Decroos, S., … Vansteenkiste, M. (2019). Adopting a helicopter-perspective towards motivating and demotivating coaching : a circumplex approach. Psychology of Sport and Exercise, 40, 110–126. https://doi.org/10.1016/j.psychsport.2018.08.008
De Muynck, G. J., Soenens, B., Waterschoot, J., Degraeuwe, L., Broek, G. V., & Vansteenkiste, M. (2019). Towards a more refined insight in the critical motivating features of choice: An experimental study among recreational rope skippers. Psychology of Sport and Exercise, 45, 101561
Duprez, V., Vansteenkiste, M., Beeckman, D., Verhaeghe, S., & Van Hecke, A. (2019). Capturing motivating versus demotivating self-management support: Development and validation of a vignette-based tool grounded in self-determination theory. International Journal of Nursing Studies, 28, 3858–3865
Diloy-Peña, S., Abós, Á., Sevil-Serrano, J., García-Cazorla, J., & García-González, L. (2024a). Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning. European Physical Education Review, 0(0). https://doi.org/10.1177/1356336X241229353
Diloy-Peña, S., García-González, L., Burgueño, R., Tilga, H., Koka, A., y Abós, A. (2024b) A Cross-Cultural Examination of the Role of (De-)Motivating Teaching Styles in Predicting Students’ Basic Psychological Needs in Physical Education: A Circumplex Approach. Journal of Teaching in Physical Education. https://doi.org/10.1123/jtpe.2023-0036
Diloy-Peña, S., Garcia-Gonzalez, L., Haerens, L., De Cocker, K., Burgueno, R., & Abos, A. (2025). Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach : differences in students’ need-based experiences. Teaching and Teacher Education, 159. https://doi.org/10.1016/j.tate.2025.105003
Escriva-Boulley, G., Guillet-Descas, E., Aelterman, N., Vansteenkiste, M., Van Doren, N., Lentillon-Kaestner, V., & Haerens, L. (2021). Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach. International Journal of Environmental Research and Public Health, 18(14), 7342. https://doi.org/10.3390/ijerph18147342
Fierro-Suero, S., Van Doren, N., De Cocker, K., & Haerens, L. (2025). Towards a refined insight into physical education teachers’ autonomy-supportive, structuring, and controlling style to the importance of student motivation : a person-centered approach. Physical Education and Sport Pedagogy, 1–17. https://doi.org/10.1080/17408989.2024.2432307
García-Cazorla, J., Diloy-Peña, S., Mayo-Rota, C., García-González, L. & Abós, A. (2024). How many Physical Education hours do students desire? It depends on the (de- )motivating teaching style perceived. Apunts Educación Física y Deportes, 156, 30-38. https://doi.org/10.5672/apunts.2014-0983.es.(2024/2).156.04
García-González, L., Haerens, L., Abós, Á., Sevil-Serrano, J. and Burgueño, R. (2023). Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education. Teaching and Teacher Education.
Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between perceived teacher support and student engagement in physical education: A systematic review. Sustainability, 15(7), 6039. https://doi.org/10.3390/su15076039
Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers' need-supportive interactions in classroom settings. Journal of sport & exercise psychology, 35(1), 3–17. https://doi.org/10.1123/jsep.35.1.3
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(3), 26–36. https://doi.org/10.1016/j.psychsport.2014.08.013
Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Vande Broek, G., . . . Aelterman, N. (2017). Different combinations of perceived autonomy support and control: Identifying the most optimal motivating style. Physical Education and Sport Pedagogy, 23(1), 16-36. https://doi.org/10.1080/17408989.2017.1346070
Hagger, M. S., & Chatzisarantis, N. L. (2016). The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis. Review of educational research, 86(2), 360–407. https://doi.org/10.3102/0034654315585005
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., & Raudsepp, L. (2020). Motivational processes in physical education and objectively measured physical activity among adolescents. Journal of sport and health science, 9(5), 462–471. https://doi.org/10.1016/j.jshs.2019.06.001
Koka, A., Tilga, H., Kalajas-Tilga, H., Hein, V., & Raudsepp, L. (2019). Perceived controlling behaviors of physical education teachers and objectively measured leisure-time physical activity in adolescents. International journal of environmental research and public health, 16(15). https://doi.org/10.3390/ijerph16152709
Leo, F. M., Behzadnia, B., López-Gajardo, M. A., Batista, M., & Pulido, J. J. (2023). What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?. Journal of Teaching in Physical Education, 42(3), 461-470. https://doi.org/10.1123/jtpe.2022-0040
Leo, F. M., Pulido, J. J., Sánchez-Oliva, D., López-Gajardo, M. A., & Mouratidis, A. (2022). See the forest by looking at the trees: Physical education teachers’ interpersonal style profiles and students’ engagement. European Physical Education Review, 28(3), 720- 738. https://doi.org/10.1177/1356336x221075501
Liu, J., Bartholomew, K.J., & Chung, P. (2017). Perceptions of Teachers’ Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration. School Mental Health, 9, 360-371.
Pan, Y., & Gauvain, M. (2012). The continuity of college students’ autonomous learning motivation and its predictors: A three-year longitudinal study. Learning and Individual Differences, 22(1), 92–99. https://doi. org/10.1016/j.lindif.2011.11.010
Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896-915. https://doi.org/10.1037/a0019545
Raabe, J., Schmidt, K., Carl, J., & Höner, O. (2019). The effectiveness of autonomy support interventions with physical education teachers and youth sport coaches: A systematic review. Journal of Sport & Exercise Psychology, 41, 1–11. https://doi.org/10.1123/jsep.2019-0026
Ryan, R. M., & Deci, E. L. (2017). Self- determination theory: Basic psychological needs in motivation, development, and wellness. Guilford.
Ryan, R. M., & Deci, E. L. (2023). The Oxford handbook of self-determination theory. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197600047.013.59
Sparks, C., Lonsdale, C., Dimmock, J., & Jackson, B. (2017). An intervention to improve teachers’ interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences. Journal of sport & exercise psychology, 39, 120-133. https://doi.org/http://dx.doi.org/10.1123/jsep.2016-0198
Teraoka, E., Lobo de Diego, F. E., & Kirk, D. (2024). Examining how observed needsupportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education. European Physical Education Review, 30(1), 105-121. https://doi.org/10.1177/1356336X231186751
Tilga, H., Hein, V., Koka, A., & Hagger, M. S. (2020). How physical education teachers' interpersonal behaviour is related to students' health-related quality of life. Scandinavian Journal of Educational Research, 64(5), 661-676
Tilga, H., Hein, V., Koka, A., Hamilton, K., & Hagger, M. S. (2019). The role of teachers' controlling behaviour in physical education on adolescents' health-related quality of life: test of a conditional process model. Educational Psychology, 39(7), 862-880.
Van den Berghe, L., Soenens, B., Vansteenkiste, M., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2013). Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? Psychology of Sport and Exercise, 14(5), 650–661. https://doi.org/10.1016/j.psychsport.2013.04.006
Van Doren, N., Compernolle, S., Haerens, L., Bouten, A., Hesters, L., Sanders, T., Slembrouck, M., & De Cocker, K. (2024). How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education? European Physical Education Review, 0(0). https://doi.org/10.1177/1356336X241289911
Van Doren, N., De Cocker, K., De Clerck, T., Vangilbergen, A., Vanderlinde, R., & Haerens, L. (2021). The relation between physical education teachers’ (de-)motivating style, students’ motivation, and students’ physical activity: a multilevel approach. International Journal of Environmental Research and Public Health, 18(14). https://doi.org/10.3390/ijerph18147457
Van Doren, N., De Cocker, K., Flamant, N., Compernolle, S., Vanderlinde, R., & Haerens, L. (2023). Observing physical education teachers’ need-supportive and need-thwarting styles using a circumplex approach: how does it relate to student outcomes? Physical Education and Sport Pedagogy, 1–25. https://doi.org/10.1080/17408989.2023.2230256
Van Meervelt, K., Reynders, B., Van Puyenbroeck, S., De Backer, M., Hofmans, J., & Vande Broek, G. (2024). Validation of the Coach Behavior in Sports Questionnaire: Towards dynamic assessments using the circumplex model for coach behavior. Psychology of sport and exercise, 74, 102691. https://doi.org/10.1016/j.psychsport.2024.102691
Vansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019). Seeking stability in stormy educational times: A need-based perspective on (de)motivating teaching grounded in self- determination theory. In E. N. Gonida & M. S. Lemos (Eds.) Motivation in education at a time of global change: Theory, research, and implications for practice (pp. 53–80). Emerald Publishing.
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes and future directions. Motivation and Emotion, 44, 1–31.
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., . . . Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469. https://doi.org/10.1037/edu0000420
Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44, 270–294.
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles : the merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu000029
Behzadnia, B., Adachi, P. J., Deci, E. L., & Mohammadzadeh, H. (2018). Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A selfdetermination theory approach. Psychology of Sport and Exercise, 39, 10-19.
Borg, I., Groenen, P. J. F., & Mair, P. (2013). Applied Multidimensional Scaling. Berlin, Heidelberg Springer.
Bouten, A., Diloy-Pena, S., Abos, A., Garcia-Gonzalez, L., Haerens, L., & De Cocker, K. (2025). Chaotic (laissez-faire) teaching : the most harmful style for students’ psychological needs? International Journal of Educational Research, 133. https://doi.org/10.1016/j.ijer.2025.102717
Bouten, A., Haerens, L., Van Doren, N., Compernolle, S., & De Cocker, K. (2023). An online video annotation tool for optimizing secondary teachers’ motivating style : acceptability, usability, and feasibility. Teaching and Teacher Education, 134. https://doi.org/10.1016/j.tate.2023.104307
Burgueño, R., Abós, Á., Sevil-Serrano, J., Haerens, L., De Cocker, K., & García-González, L. (2023). A Circumplex Approach to (de)motivating Styles in Physical Education: Situations-In-School–Physical Education Questionnaire in Spanish Students, PreService, and In-Service Teachers. Measurement in Physical Education and Exercise Science, 28(1), 86–108. https://doi.org/10.1080/1091367X.2023.2248098
Burgueño, R., García-González, L., Abós, Á., & Sevil-Serrano, J. (2024). Students’ motivational experiences across profiles of perceived need-supportive and needthwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy, 29(1), 82-96. https://doi.org/10.1080/17408989.2022.2028757
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, Article 103004. https://doi.org/10.1016/j.tate.2019.103004
Delrue, J., Reynders, B., Vande Broek, G., Aelterman, N., De Backer, M., Decroos, S., … Vansteenkiste, M. (2019). Adopting a helicopter-perspective towards motivating and demotivating coaching : a circumplex approach. Psychology of Sport and Exercise, 40, 110–126. https://doi.org/10.1016/j.psychsport.2018.08.008
De Muynck, G. J., Soenens, B., Waterschoot, J., Degraeuwe, L., Broek, G. V., & Vansteenkiste, M. (2019). Towards a more refined insight in the critical motivating features of choice: An experimental study among recreational rope skippers. Psychology of Sport and Exercise, 45, 101561
Duprez, V., Vansteenkiste, M., Beeckman, D., Verhaeghe, S., & Van Hecke, A. (2019). Capturing motivating versus demotivating self-management support: Development and validation of a vignette-based tool grounded in self-determination theory. International Journal of Nursing Studies, 28, 3858–3865
Diloy-Peña, S., Abós, Á., Sevil-Serrano, J., García-Cazorla, J., & García-González, L. (2024a). Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning. European Physical Education Review, 0(0). https://doi.org/10.1177/1356336X241229353
Diloy-Peña, S., García-González, L., Burgueño, R., Tilga, H., Koka, A., y Abós, A. (2024b) A Cross-Cultural Examination of the Role of (De-)Motivating Teaching Styles in Predicting Students’ Basic Psychological Needs in Physical Education: A Circumplex Approach. Journal of Teaching in Physical Education. https://doi.org/10.1123/jtpe.2023-0036
Diloy-Peña, S., Garcia-Gonzalez, L., Haerens, L., De Cocker, K., Burgueno, R., & Abos, A. (2025). Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach : differences in students’ need-based experiences. Teaching and Teacher Education, 159. https://doi.org/10.1016/j.tate.2025.105003
Escriva-Boulley, G., Guillet-Descas, E., Aelterman, N., Vansteenkiste, M., Van Doren, N., Lentillon-Kaestner, V., & Haerens, L. (2021). Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach. International Journal of Environmental Research and Public Health, 18(14), 7342. https://doi.org/10.3390/ijerph18147342
Fierro-Suero, S., Van Doren, N., De Cocker, K., & Haerens, L. (2025). Towards a refined insight into physical education teachers’ autonomy-supportive, structuring, and controlling style to the importance of student motivation : a person-centered approach. Physical Education and Sport Pedagogy, 1–17. https://doi.org/10.1080/17408989.2024.2432307
García-Cazorla, J., Diloy-Peña, S., Mayo-Rota, C., García-González, L. & Abós, A. (2024). How many Physical Education hours do students desire? It depends on the (de- )motivating teaching style perceived. Apunts Educación Física y Deportes, 156, 30-38. https://doi.org/10.5672/apunts.2014-0983.es.(2024/2).156.04
García-González, L., Haerens, L., Abós, Á., Sevil-Serrano, J. and Burgueño, R. (2023). Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education. Teaching and Teacher Education.
Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between perceived teacher support and student engagement in physical education: A systematic review. Sustainability, 15(7), 6039. https://doi.org/10.3390/su15076039
Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers' need-supportive interactions in classroom settings. Journal of sport & exercise psychology, 35(1), 3–17. https://doi.org/10.1123/jsep.35.1.3
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(3), 26–36. https://doi.org/10.1016/j.psychsport.2014.08.013
Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Vande Broek, G., . . . Aelterman, N. (2017). Different combinations of perceived autonomy support and control: Identifying the most optimal motivating style. Physical Education and Sport Pedagogy, 23(1), 16-36. https://doi.org/10.1080/17408989.2017.1346070
Hagger, M. S., & Chatzisarantis, N. L. (2016). The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis. Review of educational research, 86(2), 360–407. https://doi.org/10.3102/0034654315585005
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., & Raudsepp, L. (2020). Motivational processes in physical education and objectively measured physical activity among adolescents. Journal of sport and health science, 9(5), 462–471. https://doi.org/10.1016/j.jshs.2019.06.001
Koka, A., Tilga, H., Kalajas-Tilga, H., Hein, V., & Raudsepp, L. (2019). Perceived controlling behaviors of physical education teachers and objectively measured leisure-time physical activity in adolescents. International journal of environmental research and public health, 16(15). https://doi.org/10.3390/ijerph16152709
Leo, F. M., Behzadnia, B., López-Gajardo, M. A., Batista, M., & Pulido, J. J. (2023). What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?. Journal of Teaching in Physical Education, 42(3), 461-470. https://doi.org/10.1123/jtpe.2022-0040
Leo, F. M., Pulido, J. J., Sánchez-Oliva, D., López-Gajardo, M. A., & Mouratidis, A. (2022). See the forest by looking at the trees: Physical education teachers’ interpersonal style profiles and students’ engagement. European Physical Education Review, 28(3), 720- 738. https://doi.org/10.1177/1356336x221075501
Liu, J., Bartholomew, K.J., & Chung, P. (2017). Perceptions of Teachers’ Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration. School Mental Health, 9, 360-371.
Pan, Y., & Gauvain, M. (2012). The continuity of college students’ autonomous learning motivation and its predictors: A three-year longitudinal study. Learning and Individual Differences, 22(1), 92–99. https://doi. org/10.1016/j.lindif.2011.11.010
Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896-915. https://doi.org/10.1037/a0019545
Raabe, J., Schmidt, K., Carl, J., & Höner, O. (2019). The effectiveness of autonomy support interventions with physical education teachers and youth sport coaches: A systematic review. Journal of Sport & Exercise Psychology, 41, 1–11. https://doi.org/10.1123/jsep.2019-0026
Ryan, R. M., & Deci, E. L. (2017). Self- determination theory: Basic psychological needs in motivation, development, and wellness. Guilford.
Ryan, R. M., & Deci, E. L. (2023). The Oxford handbook of self-determination theory. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197600047.013.59
Sparks, C., Lonsdale, C., Dimmock, J., & Jackson, B. (2017). An intervention to improve teachers’ interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences. Journal of sport & exercise psychology, 39, 120-133. https://doi.org/http://dx.doi.org/10.1123/jsep.2016-0198
Teraoka, E., Lobo de Diego, F. E., & Kirk, D. (2024). Examining how observed needsupportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education. European Physical Education Review, 30(1), 105-121. https://doi.org/10.1177/1356336X231186751
Tilga, H., Hein, V., Koka, A., & Hagger, M. S. (2020). How physical education teachers' interpersonal behaviour is related to students' health-related quality of life. Scandinavian Journal of Educational Research, 64(5), 661-676
Tilga, H., Hein, V., Koka, A., Hamilton, K., & Hagger, M. S. (2019). The role of teachers' controlling behaviour in physical education on adolescents' health-related quality of life: test of a conditional process model. Educational Psychology, 39(7), 862-880.
Van den Berghe, L., Soenens, B., Vansteenkiste, M., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2013). Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? Psychology of Sport and Exercise, 14(5), 650–661. https://doi.org/10.1016/j.psychsport.2013.04.006
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Publicado
2025-12-05
Cómo citar
Van Doren, N. (2025). The Circumplex Model of Need-Supportive and Need-Thwarting Teaching: A Guide for Research and Practice. e-Motion: Revista de Educación, Motricidad e Investigación, (25). https://doi.org/10.33776/EUHU/remo.vi25.9354
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Artículos de investigación
Derechos de autor 2025 Nele Van Doren
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