Spanish University Students’ Experiences and Perceptions of the Spectrum of Teaching Styles and Application of the Model Based on the Self-Determination Theory

Abstract

Purpose: To test the application of the four-group model of teaching styles based on the self-determination theory in a population of Spanish university students and to analyze the Spanish university students’ experiences and perceptions of the teaching styles according to this model. Method: This research followed a descriptive quantitative methodology using a survey. A questionnaire on students’ experiences and perceptions of teaching styles was administered to a total of 667 Spanish university students of physical education (77.8% men and 22.2% women, aged between 18 and 30 years). Results: All the factors presented an acceptable–good reliability index (α ≥ .7), and the multivariate analysis was significant for the variables year and ownership Q3 (p ≤ .05). Conclusion: The four-factor model was applicable to the Spanish university population, and the directive cluster was given higher scores by students in the first year, whereas students in the last year preferred the discovery cluster.