<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Leo, F. M.</style></author><author><style face="normal" font="default" size="100%">Mouratidis, A.</style></author><author><style face="normal" font="default" size="100%">Pulido, J. J.</style></author><author><style face="normal" font="default" size="100%">López-Gajardo, M. A.</style></author><author><style face="normal" font="default" size="100%">Sánchez-Oliva, D.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation</style></title><secondary-title><style face="normal" font="default" size="100%">Physical Education and Sport Pedagogy</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1080/17408989.2020.1850667</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Informa UK Limited</style></publisher><volume><style face="normal" font="default" size="100%">27</style></volume><pages><style face="normal" font="default" size="100%">59-76</style></pages><isbn><style face="normal" font="default" size="100%">1740-8989</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Background:Although several studies that rely on self-determinationtheory have shown the positive interrelations among perceived needsupportive&amp;nbsp; learning&amp;nbsp; environment,&amp;nbsp; needs&amp;nbsp; satisfaction,&amp;nbsp; quality&amp;nbsp; ofmotivation, and desired outcomes in the context of physical education,only few studies have tested so far the full sequence of relations withina single integrated model.Purpose:The main aim of this study was to test whether indeed needssatisfaction and in turn quality of motivation mediate the relations ofneed supportive learning environment to physical activity engagementand intentions.Method:Participants were 1120 Spanish students (49.9% males;Mage =11.70 years;SD= 1.63; range = 10–17 years) from 30 classes out of 13primary and secondary schools.Results:The multilevel path model showed a positive relation ofperceived need-supportive teaching to physical activity engagementand intentions by means of needs satisfaction and autonomousmotivation&amp;nbsp; and&amp;nbsp; a&amp;nbsp; negative&amp;nbsp; relation&amp;nbsp; of&amp;nbsp; perceived&amp;nbsp; need-thwartingteaching to engagement and intentions by means of needs frustrationand&amp;nbsp; amotivation.&amp;nbsp; Although&amp;nbsp; controlled&amp;nbsp; motivation&amp;nbsp; was&amp;nbsp; found&amp;nbsp; toassociate with need frustration and need-thwarting teaching it was notassociated with engagement and intentions.Conclusion:the presentfindings suggest that the type of teaching styleemployed by the teachers is decisive to achieve positive consequences inphysical education students.</style></abstract></record></records></xml>