Grounded in Self-Determination Theory and the circumplex model of teaching behaviors, this three-wave study (N = 637 secondary students) analyzed longitudinal, reciprocal, and cross-sectional relations among (de)motivating teaching styles, basic psychological needs (BPN), and student outcomes using a structural equation model. Perceived autonomy-supportive and structuring styles at Time 1 (T1) predicted higher BPN satisfaction at Time 2 (T2), which, in turn, related to more positive experiences and perceived learning in class and greater intention for physical activity beyond class at Time 3 (T3). Conversely, controlling and chaotic styles at T1 were linked to BPN frustration at T2 and poorer outcomes at T3. BPN satisfaction (frustration) at T2 also showed a longitudinal associations with higher (lower) perceptions of autonomy-supportive/structuring, and lower (higher) controlling/chaotic styles at T3. Findings highlight long-term, bidirectional dynamics with implications for teacher education. The findings indicate that teacher training programs should foster autonomy-supportive and structuring styles while reducing controlling and chaotic ones to promote adaptive motivational patterns and improve student outcomes. • Autonomy-supportive teaching at T1 predicted BPN satisfaction at T2, which enhanced PE experiences, learning, and PA intention at T3. • Controlling and chaotic teaching at T1 predicted BPN frustration at T2, which reduced PE experiences, learning, and PA intention at T3. • BPN satisfaction at T2 positively predicted later perceptions of autonomy-supportive and structuring styles. • BPN frustration at T2 predicted increased perceptions of controlling and chaotic teaching at T3. • Autonomy-supportive and structuring styles were cross-sectionally linked to positive PE outcomes, while controlling style was negatively linked to students’ PE experiences.
García-Cazorla et al. (2026) studied this question.