<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1989-709X</journal-id>
<journal-title><![CDATA[Psychology, Society & Education]]></journal-title>
<abbrev-journal-title><![CDATA[Psychology, Society & Education]]></abbrev-journal-title>
<issn>1989-709X</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Córdoba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1989-709X2025000100003</article-id>
<article-id pub-id-type="doi">10.21071/psye.v17i1.17372</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[How can Physical Education teachers' high directiveness impact students' experiences of enjoyment and boredom?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Cómo puede influir la alta directividad del profesorado de Educación Física en las experiencias de diversión y aburrimiento del alumnado?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diloy-Peña]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Cazorla]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mayo-Rota]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-González]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villafaña-Samper]]></surname>
<given-names><![CDATA[Zilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abós]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pública de Navarra  ]]></institution>
<addr-line><![CDATA[Pamplona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[Zaragoza ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>21</fpage>
<lpage>28</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1989-709X2025000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1989-709X2025000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1989-709X2025000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Based on Self-Determination Theory, a recent theory in the educational context introduces an integrative and detailed circumplex model that categorizes teaching styles into eight (de)motivating approaches, depending on their level of directiveness and support or threat to students' needs. However, the evidence so far on how high directiveness approaches (i.e., guiding, clarifying, demanding, domineering) is limited regarding its potential connection to various (mal)adaptive outcomes in Physical Education, given that Physical Education teachers can adopt different high directiveness approaches for optimal classroom management. The present study aims to examine the differential impact of high directiveness leadership: structuring style (i.e., guiding and clarifying) versus controlling style (i.e., demanding and domineering), on students' affective outcomes (i.e., enjoyment and boredom). A convenience sample of 697 students (51% girls; Mage= 14.52; SD= 1.45), aged between 12 and 17 years, participated in this cross-sectional study. The results show that enjoyment during Physical Education lessons was positively and significantly predicted by the guiding and clarifying approaches. In contrast, boredom was negatively and significantly predicted by the guiding approach, while the domineering approach positively and significantly predicted boredom. The results emphasized the importance of Physical Education teachers adopting structuring approaches (i.e., guiding and clarifying) and avoiding controlling approaches (i.e., demanding and domineering) to promote adaptive affective outcomes in students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Basada en la Teoría de la Autodeterminación, una teoría reciente en el contexto educativo introduce un modelo circular integrador y detallado que clasifica el estilo motivacional docente en ocho conductas distintas, según su nivel de directividad y el apoyo o amenaza a las necesidades psicológicas básicas del alumnado. Sin embargo, la evidencia hasta ahora sobre cómo los enfoques de alta directividad (i.e., conductas orientadoras, clarificadoras, demandantes y dominadoras) están relacionados con diversas consecuencias en Educación Física es limitada. Dado que el profesorado de Educación Física puede adoptar diversas conductas de alta directividad para gestionar la clase, el presente estudio examina el impacto diferencial de dos tipos de liderazgo de alta directividad: el estilo estructurado (i.e., orientadoras y clarificadoras) versus el estilo controlador (i.e., demandante y dominador), en las consecuencias afectivas del alumnado (i.e., diversión y aburrimiento). En este estudio transversal participó una muestra de conveniencia de 697 estudiantes (51% chicas; Medad= 14.52; DT= 1.45), con edades comprendidas entre los 12 y los 17 años. Los resultados muestran que las conductas orientadoras y clarificadoras predijeron positiva y significativamente la diversión durante las clases de Educación Física. Por el contrario, el aburrimiento fue predicho negativa y significativamente por las conductas orientadoras, mientras que las conductas dominadoras lo predijeron positiva y significativamente. Los resultados del estudio enfatizan que el profesorado de Educación Física debe desarrollar conductas estructuradas (i.e., orientadoras y clarificadoras) y evitar las conductas controladoras (i.e., demandantes y dominadoras) para promover consecuencias positivas en el alumnado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Self-Determination theory]]></kwd>
<kwd lng="en"><![CDATA[Circumplex model]]></kwd>
<kwd lng="en"><![CDATA[Structuring approaches]]></kwd>
<kwd lng="en"><![CDATA[Controlling approaches]]></kwd>
<kwd lng="en"><![CDATA[Outcomes]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la Autodeterminación]]></kwd>
<kwd lng="es"><![CDATA[Modelo circular]]></kwd>
<kwd lng="es"><![CDATA[Conductas estructuradas]]></kwd>
<kwd lng="es"><![CDATA[Conductas controladoras]]></kwd>
<kwd lng="es"><![CDATA[Consecuencias]]></kwd>
</kwd-group>
</article-meta>
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