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What factors are associated with physical education teachers' (de)motivating teaching style? A circumplex approach
· 2024 · published
1
Samples
120
Correlation effects
667
Total N
Citation
Javier GarcÃa-Cazorla et al. (2024). What factors are associated with physical education teachers' (de)motivating teaching style? A circumplex approach. . https://doi.org/Samples (1)
| Sample ID | N | Country | Context | Mean age | % female | Language |
|---|---|---|---|---|---|---|
| 23353 | 667 | Spain | Workplaces | 37.86 | 36.3 | Spanish |
Correlation effects (120)
| Construct X | Construct Y | r | N | Mean X | SD X | α X | Scale X |
|---|---|---|---|---|---|---|---|
| need satisfaction (composite) | need frustration (composite) | -0.11 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need frustration (composite) | autonomy support | -0.07 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | instructional quality | -0.07 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | autonomous motivation (composite) | -0.04 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | autonomy support | -0.03 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | instructional quality | -0.03 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | amotivation | 0.06 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | chaos / inconsistency | 0.08 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | controlling behaviors | 0.09 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | controlled motivation (composite) | 0.10 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | chaos / inconsistency | 0.12 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need frustration (composite) | controlling behaviors | 0.13 | 667 | 1.78 | 0.5 | 0.75 | BPNSFS |
| need satisfaction (composite) | chaos / inconsistency | -0.06 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | controlling behaviors | -0.05 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | chaos / inconsistency | -0.05 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | amotivation | -0.04 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | controlled motivation (composite) | -0.01 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | controlling behaviors | -0.01 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | autonomous motivation (composite) | 0.05 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | autonomy support | 0.05 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | autonomy support | 0.08 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | instructional quality | 0.09 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| need satisfaction (composite) | instructional quality | 0.09 | 667 | 4.43 | 0.42 | 0.83 | BPNSFS |
| education level | need satisfaction (composite) | 0.01 | 667 | — | — | — | — |
| education level | need frustration (composite) | 0.03 | 667 | — | — | — | — |
| gender | need satisfaction (composite) | 0.00 | 667 | — | — | — | — |
| gender | need frustration (composite) | 0.02 | 667 | — | — | — | — |
| tenure with organization | need frustration (composite) | -0.02 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | need satisfaction (composite) | 0.01 | 667 | 10.77 | 8.52 | — | — |
| education level | autonomy support | -0.09 | 667 | — | — | — | — |
| education level | autonomy support | -0.03 | 667 | — | — | — | — |
| education level | autonomous motivation (composite) | -0.02 | 667 | — | — | — | — |
| education level | instructional quality | -0.01 | 667 | — | — | — | — |
| education level | amotivation | 0.02 | 667 | — | — | — | — |
| education level | instructional quality | 0.02 | 667 | — | — | — | — |
| education level | chaos / inconsistency | 0.03 | 667 | — | — | — | — |
| education level | controlled motivation (composite) | 0.04 | 667 | — | — | — | — |
| education level | chaos / inconsistency | 0.05 | 667 | — | — | — | — |
| education level | tenure | 0.06 | 667 | — | — | — | — |
| education level | controlling behaviors | 0.11 | 667 | — | — | — | — |
| education level | controlling behaviors | 0.12 | 667 | — | — | — | — |
| gender | autonomy support | -0.06 | 667 | — | — | — | — |
| gender | autonomy support | -0.02 | 667 | — | — | — | — |
| gender | instructional quality | -0.02 | 667 | — | — | — | — |
| gender | instructional quality | -0.02 | 667 | — | — | — | — |
| gender | autonomous motivation (composite) | -0.01 | 667 | — | — | — | — |
| gender | chaos / inconsistency | -0.01 | 667 | — | — | — | — |
| gender | amotivation | 0.01 | 667 | — | — | — | — |
| gender | education level | 0.02 | 667 | — | — | — | — |
| gender | tenure | 0.02 | 667 | — | — | — | — |
| gender | chaos / inconsistency | 0.03 | 667 | — | — | — | — |
| gender | controlling behaviors | 0.04 | 667 | — | — | — | — |
| gender | controlling behaviors | 0.05 | 667 | — | — | — | — |
| gender | controlled motivation (composite) | 0.07 | 667 | — | — | — | — |
| instructional quality | chaos / inconsistency | -0.13 | 667 | 5.57 | 0.85 | 0.51 | — |
| instructional quality | chaos / inconsistency | -0.03 | 667 | 5.57 | 0.85 | 0.51 | — |
| instructional quality | controlling behaviors | 0.17 | 667 | 5.57 | 0.85 | 0.51 | — |
| instructional quality | controlling behaviors | 0.21 | 667 | 5.57 | 0.85 | 0.51 | — |
| instructional quality | chaos / inconsistency | -0.15 | 667 | 6.05 | 0.58 | 0.67 | — |
| instructional quality | controlling behaviors | -0.12 | 667 | 6.05 | 0.58 | 0.67 | — |
| instructional quality | chaos / inconsistency | -0.12 | 667 | 6.05 | 0.58 | 0.67 | — |
| instructional quality | controlling behaviors | -0.05 | 667 | 6.05 | 0.58 | 0.67 | — |
| instructional quality | instructional quality | 0.17 | 667 | 6.05 | 0.58 | 0.67 | — |
| tenure with organization | autonomy support | -0.09 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | controlled motivation (composite) | -0.07 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | autonomous motivation (composite) | -0.06 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | autonomy support | -0.06 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | instructional quality | -0.02 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | instructional quality | -0.01 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | amotivation | 0.05 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | chaos / inconsistency | 0.05 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | chaos / inconsistency | 0.06 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | controlling behaviors | 0.07 | 667 | 10.77 | 8.52 | — | — |
| tenure with organization | controlling behaviors | 0.12 | 667 | 10.77 | 8.52 | — | — |
| amotivation | autonomy support | -0.05 | 667 | 1.12 | 0.34 | 0.52 | — |
| amotivation | instructional quality | -0.05 | 667 | 1.12 | 0.34 | 0.52 | — |
| amotivation | instructional quality | -0.03 | 667 | 1.12 | 0.34 | 0.52 | — |
| amotivation | autonomy support | 0.02 | 667 | 1.12 | 0.34 | 0.52 | — |
| amotivation | controlling behaviors | 0.07 | 667 | 1.12 | 0.34 | 0.52 | — |
| amotivation | chaos / inconsistency | 0.07 | 667 | 1.12 | 0.34 | 0.52 | — |
| amotivation | chaos / inconsistency | 0.08 | 667 | 1.12 | 0.34 | 0.52 | — |
| amotivation | controlling behaviors | 0.10 | 667 | 1.12 | 0.34 | 0.52 | — |
| autonomous motivation (composite) | amotivation | -0.05 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | controlling behaviors | -0.05 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | chaos / inconsistency | -0.05 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | chaos / inconsistency | -0.05 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | controlling behaviors | -0.04 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | controlled motivation (composite) | 0.02 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | instructional quality | 0.06 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | instructional quality | 0.06 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | autonomy support | 0.08 | 667 | 4.66 | 0.44 | 0.83 | — |
| autonomous motivation (composite) | autonomy support | 0.09 | 667 | 4.66 | 0.44 | 0.83 | — |
| controlled motivation (composite) | autonomy support | -0.08 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | instructional quality | -0.07 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | autonomy support | -0.03 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | amotivation | 0.04 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | instructional quality | 0.08 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | chaos / inconsistency | 0.13 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | chaos / inconsistency | 0.13 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | controlling behaviors | 0.31 | 667 | 2.52 | 0.77 | 0.74 | — |
| controlled motivation (composite) | controlling behaviors | 0.40 | 667 | 2.52 | 0.77 | 0.74 | — |
| NA | chaos / inconsistency | 0.20 | 667 | 1.7 | 0.66 | 0.74 | — |
| NA | chaos / inconsistency | 0.16 | 667 | 3.25 | 1.07 | 0.66 | — |
| NA | chaos / inconsistency | 0.23 | 667 | 3.25 | 1.07 | 0.66 | — |
| NA | controlling behaviors | 0.74 | 667 | 3.25 | 1.07 | 0.66 | — |
| NA | chaos / inconsistency | 0.22 | 667 | 2.51 | 1.09 | 0.73 | — |
| NA | chaos / inconsistency | 0.29 | 667 | 2.51 | 1.09 | 0.73 | — |
| NA | controlling behaviors | -0.22 | 667 | 5 | 1.03 | 0.54 | — |
| NA | controlling behaviors | -0.15 | 667 | 5 | 1.03 | 0.54 | — |
| NA | chaos / inconsistency | -0.13 | 667 | 5 | 1.03 | 0.54 | — |
| NA | chaos / inconsistency | -0.11 | 667 | 5 | 1.03 | 0.54 | — |
| NA | instructional quality | 0.18 | 667 | 5 | 1.03 | 0.54 | — |
| NA | instructional quality | 0.20 | 667 | 5 | 1.03 | 0.54 | — |
| NA | autonomy support | 0.35 | 667 | 5 | 1.03 | 0.54 | — |
| autonomy support | controlling behaviors | -0.16 | 667 | 5.8 | 0.69 | 0.68 | — |
| autonomy support | chaos / inconsistency | -0.16 | 667 | 5.8 | 0.69 | 0.68 | — |
| autonomy support | chaos / inconsistency | -0.14 | 667 | 5.8 | 0.69 | 0.68 | — |
| autonomy support | controlling behaviors | -0.10 | 667 | 5.8 | 0.69 | 0.68 | — |
| autonomy support | instructional quality | 0.21 | 667 | 5.8 | 0.69 | 0.68 | — |
| autonomy support | instructional quality | 0.22 | 667 | 5.8 | 0.69 | 0.68 | — |