In this study, we considered teachers' emotion regulation and teaching-related anger as a combined construct with multiple manifestations on classroom management practices. Four hundred and five Greek in-service teachers (Mage = 44.55, SD = 10.13; age range = 21.0, 68.0 years) participated in a cross-sectional online survey who reported their ability to regulate their own emotions, their teaching-related anger and, both, dominant and collaborative approaches in classroom management practices. Latent Profile Analysis revealed an insufficiently regulated teacher profile with low emotion regulation and high anger, an adequately regulated teacher profile with medium levels of both emotion regulation and anger, and a teacher profile labelled as sufficiently regulated, with high emotion regulation and low anger. Although the teachers in the three groups did not differ in dominant practices, the teachers in the sufficiently regulated group reported higher collaborative practices than their counterparts in the other two groups. The results indicate that teachers with high emotion regulation and low anger favour collaboration, as they are better equipped to handle unexpected events that arise from active student interactions. Our findings underscore the key role of adaptive emotion regulation practices to promote collaborative learning in the classroom. © 2025 The Author(s). European Journal of Education published by John Wiley & Sons Ltd.

This two-wave study aimed to adapt the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) to the Turkish language and cultural context. At Time 1, participants included 1033 Turkish high school students (Mage = 15.91, SD = 0.36; 41.9% female) from 26 public schools located in Ankara, Türkiye. At Time 2, 849 students continued to participate in the study. A series of CFA provided support to the originally proposed six-factor solution of the BPNSFS and its time invariance along a 6-month period. The results also revealed that in addition to the six-factor model, the Multi-Trait, Multi-Method (MTMM) model could also be used in future research. In addition, testing the reliability and validity of the scale, regression analyses showed that satisfaction of the three needs positively predicted life satisfaction and negatively predicted depressive feelings, while an opposite trend was observed for the need frustration. Our findings suggest that the Turkish version of the scale is reliable and carries similar psychometric features to the original version. © 2025 Wiley Periodicals LLC.

Background: Scant research drawing from self-determination theory has examined how need-supportive and need-thwarting teaching can explain changes in relevant outcomes in Physical Education (PE). Aim: To explore to what extent two important outcomes in PE, perceived usefulness, and academic performance, change across a school year and whether these changes could be moderated by students’ perceptions of the degree to which their PE teacher is need supportive and/or need thwarting. Method: A total of 857 PE students (Mage = 14.67; SD = 0.74; 512 girls) from 32 secondary public schools participated in the three-wave, one-year longitudinal study. We used the Teaching Interpersonal Style Questionnaire, the students’ perceptions of academic performance, and the Perceived Importance of PE scale. Results: Two independent multilevel models were conducted to address our main research questions. Perceived need support positively predicted perceived PE usefulness and academic performance in PE at the beginning of the school year, while need thwarting negatively predicted these outcomes at the same time point. Interestingly, students who perceived their teacher being more need supportive in Time 1 showed a temporal decrease in perceived usefulness and academic performance in PE in Time 2, with this trend rebounding in Time 3. Need-thwarting teaching did not predict any changes in these two outcomes across a school year. Conclusions: Findings highlight the relevance of need-supportive teaching from the beginning of the course to achieve positive outcomes at the end of the academic year in PE. © 2025 Association for Physical Education.