Diloy-Peña, SergioGarcía-González, LuisHaerens, LeenDe Cocker, KatrienBurgueño, RafaelAbós, Ángel2025-07-162025-07-162025-06-01Diloy-Peña, S., García-González, L., Haerens, L., Cocker, K. de, Burgueño, R., Abós, Á. (2025) Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: differences in students' need-based experiences. Teaching and Teacher Education, 159, 1-12. https://doi.org/10.1016/j.tate.2025.105003.0742-051X10.1016/j.tate.2025.105003https://academica-e.unavarra.es/handle/2454/54412The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high-directiveness profiles, with “very high structure-very high control” being the most adaptive and “low structure–low control” the most maladaptive in terms of need-based experiences. Four low directiveness profiles were identified, with “very high autonomy support-very low chaos” being the most adaptive and “low autonomy support-moderate chaos” the most maladaptive.application/pdfapplication/zipeng© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.Self-determination theoryAutonomyCompetenceRelatednessTeaching stylesDirectivityPerson-centered analysisinfo:eu-repo/semantics/article2025-07-16info:eu-repo/semantics/openAccess