Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivatio...

This study aimed to analyze the number of task, social and external athlete leaders within sports teams, and to examine the effectiveness of different leadership structures in male and female teams. The participants were 317 male and 214 female soccer players belonging to 18 teams playing in the third highest male division and to 13 teams playing in the highest female division in Spain, respectively. First, we identified the leadership structure in each team (i.e., having zero, one, two or three leaders); second, we grouped the teams according to these leadership structures; and third, MANOVA was used to compare different leadership groups in terms of their effectiveness. The results demonstrated that: (a) the most common structure within the teams was to have one task leader, one social leader, and two external leaders; (b) shared leadership across and within leadership roles was seen as the most effective leadership structure for male and female teams; and (c) male teams showed more benefits when having more task and external leaders, while female teams experienced more benefits when having more task and social leaders on the team. Based on these findings, coaches can optimize their team’s functioning by implementing a structure of shared leadership within their teams, both across and within the different leadership roles.

On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 2065 students ( n_teachers = 38) of Physical Education (PE) ( M_age = 11.96 ± 1.95; range = 10–16 years; 1042 girls) nested in 98 classrooms from elementary ( n = 915) and secondary ( n = 1150) Spanish schools. Students filled out questionnaires in a paper and pencil format during the last semester of the school year. A four-cluster solution was found to be the most suitable: (a) a high-low group (i.e. high in perceived need-support and low in need-thwarting), (b) a low-high group (i.e. low in perceived need-support and relatively high in need-thwarting), (c) a low-low group (i.e. low in both need-support and need-thwarting) and (d) a mixed group (i.e. low in autonomy support, high in autonomy-thwarting and relatively modest-to-high in competence and relatedness support and thwarting). A multivariate analysis of variance (MANOVA) indicated significant differences in students’ behavioural and emotional engagement as a function of cluster membership. Post hoc comparisons showed that the high-low group reported the highest levels of engagement and the low-high group the lowest ones. Furthermore, the mixed group scored the second highest level of engagement – higher than the low-low and the low-high group. These results suggest that teachers who fail to support students’ needs for autonomy, competence and relatedness – either by using or not using need-thwarting instructional practices – might undermine students’ engagement.

Desde la teoría del liderazgo transformacional, este estudio tenía como objetivo analizar las propiedades psicométricas de una versión adaptada al ámbito educativo del Multifactor Leadership Questionnaire (MLQ-5X). Un total de 1551 estudiantes españoles (M = 15,47 años ± 0,72; 679 chicos y 872 chicas) de 31 centros de enseñanza secundaria participaron en el estudio. El análisis factorial confirmatorio de la estructura inicial de nueve factores de la escala determinó la necesidad de eliminar dos ítems del factor dirección por excepción pasiva, agrupando en un solo factor el liderazgo pasivo. En un segundo modelo de ocho factores, se hallaron altas correlaciones entre los factores del liderazgo transformacional, señalando la necesidad de establecer un factor de primer orden. Finalmente, se testó un tercer modelo que obtuvo valores adecuados de validez y fiabilidad, que estaba compuesto por 34 ítems distribuidos en 4 factores principales (liderazgo transformacional, recompensa contingente, dirección por excepción activa y liderazgo pasivo) y 5 factores secundarios para el liderazgo transformacional (influencia idealizada conducta, influencia idealizada atribuida, motivación inspiracional, estimulación intelectual y consideración individualizada. Por tanto, la versión española del MLQ-5X en el ámbito educativo puede ser utilizada para evaluar el liderazgo transformacional de los docentes desde la percepción del alumnado. Drawing from the transformational leadership theory, this study aimed to analyze the psychometric properties of a version adapted to the educational environment of the Multifactor Leadership Questionnaire (MLQ-5X). A total of 1551 Spanish students (M = 15.47 years ± 0.72; 679 boys and 872 girls) from 31 secondary schools participated in the study. The confirmatory factor analysis of the initial structure of nine factors of the scale determined the need to eliminate two items of the direction by passive exception factor, grouping passive leadership into a single factor. In a second eight-factor model, high correlations were found between the factors of transformational leadership, indicating the need to establish a first-order factor. Finally, a third model was tested that obtained adequate values ​​of validity and reliability, which was composed of 34 items distributed in 4 main factors (transformational leadership, contingent reward, leadership by active exception and passive leadership) and 5 secondary factors for transformational leadership (idealized influence behavior, attributed idealized influence, inspirational motivation, intellectual stimulation and individualized consideration). Therefore, the Spanish version of the MLQ-5X in the educational field can be used to assess the transformational leadership of teachers from the perception of the students.