Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( Mage) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.

中文翻译：

---

通过迂回法学生对体育教师激励（去）激励风格的看法：性别、年级、经验、积极意愿和学习的差异

以自我决定理论为基础，提出了一种基于教师自主支持、结构、控制和混沌的综合细粒度循环模型。本研究旨在探讨学生对体育教师的激励和消极风格以及八种不同方法的看法可能存在的差异，分别涉及学生的社会人口变量以及不同的情感、认知和行为结果。669 名 12-17 岁西班牙中学生样本（平均年龄 ( M年龄) = 14.65; 标准差（SD）=1.47；52% 的女孩）参与了这项横断面研究。男孩对混乱风格和霸道方式的评价明显高于女孩。与第一周期的学生（8 年级和 9 年级）相比，第二和第三周期的学生（10 年级、11 年级和 12 年级）在自主支持和结构化风格方面的价值观显着较高，而在霸道方式方面的价值观则显着较低。第二周期的学生（10 年级和 11 年级）在要求严格的方法中表现出比第一周期的学生（8 年级和 9 年级）更高的价值观。第三周期学生（12 年级）报告的等待方法值明显低于第一周期学生（8 年级和 9 年级）。最后，总体而言，在体育、高学习和高意愿参与体育活动方面报告有积极经历的学生在自主支持和结构化风格以及要求方法方面的价值观显着较高，而在自主支持和结构化风格以及要求方法方面的价值观显着较低。混乱的风格。结果强调了体育教师采用激励性风格并避免消极性风格的重要性，特别是对于男孩和较低年级的学生，以促进有意义的体育体验和积极的生活方式。