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Analysis of institutional authors

Coteron, JavierAuthorGonzalez-Peno, AlbaCorresponding Author

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March 2, 2025
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Predicting students' engagement through (de)motivating teaching styles: A multi-perspective pilot approach

Publicated to: JOURNAL OF EDUCATIONAL RESEARCH. 118 (3): 243-256 - 2025-05-04 118(3), DOI: 10.1080/00220671.2025.2464010

Authors:

Coterón, J; González-Peño, A; Martín-Hoz, L; Franco, E
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Affiliations

Univ Loyola Andalucia, Seville, Spain - Author
Univ Politecn Madrid, Madrid, Spain - Author

Abstract

Students' behavioral engagement in Physical Education (PE) has been suggested to be an important predictor of students' performance and learning achievement at school, which can be also influenced by teachers' way of interacting with their students. The aims of this study were to explore potential differences in the perceptions of motivating teaching styles by teachers, students, and observers; and to analyze the predictive role of the different perceptions on students' behavioral engagement. A total of 7 PE teachers and 181 students taught by them participated. Validated questionnaires were administered to both students' and teachers', and two external observers analyzed a total of 52 5 min intervals taken from video recordings of PE classes. Findings suggested that teaching styles' perceptions vary between teachers, students, and external observers, and they are students' views which are more likely to predict students' behavioral engagement. This study has relevant implication for future educational research aiming to explore teachers' interactions.
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Keywords

Autonomy supportBehavioral engagementCircumplex modelClimateIntentionsMotivationNeedsObservationPhysical educationPhysical-education teachersRelatSelf-determinationStudents' behaviorsStudents’ behaviorsTeaching behaviorTeaching behaviors

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal JOURNAL OF EDUCATIONAL RESEARCH due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2025, it was in position 232/762, thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education & Educational Research. Notably, the journal is positioned en el Cuartil Q2 para la agencia Scopus (SJR) en la categoría Education.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-28:

  • WoS: 2
  • Scopus: 2
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Impact and social visibility

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://oa.upm.es/95338/

As a result of the publication of the work in the institutional repository, statistical usage data has been obtained that reflects its impact. In terms of dissemination, we can state that, as of

  • Views: 12
  • Downloads: 1
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Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (COTERON LOPEZ, FRANCISCO JAVIER) .

the author responsible for correspondence tasks has been GONZALEZ PEÑO, ALBA.

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Awards linked to the item

This study is part of the project ACM2024_17 and was funded by Aristos Campus Mundus. Evelia Franco was supported by a Ramon y Cajal postdoctoral fellowship (RYC2022-036278-I) funded by the Spanish Ministry of Science an Innovation (MCIN), the State Research Agency (AEI) and the European Social Fund Plus (FSE+)
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