Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda’s multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

Emotional intelligence (EI) and resilience play an important role in the lives of adolescents, and this has been especially so during the coronavirus pandemic, which has affected the mental health of young people. The study objectives were: (i) to analyse the correlations between the EI variables and resilience; (ii) to analyse the differences between the resilience variable and the EI variables according to the sex variable; and (iii) to analyse the predictive relationship between the EI variables and the resilience variable according to sex. A cross-sectional, observational, and descriptive design study was carried out with a convenience sample consisting of 150 students (78 girls; 72 boys) between the ages of 12 and 18 years (M=14.83; SD=1.72). The scales administered were: The Emotional Quotient Inventory and the Resilience Scale. The descriptive statistics were calculated - Student's T test was used to check for differences based on the sex variable, and linear regression analysis was performed to check the prediction ratio of the EI subscales on resilience. The results demonstrated positive and significant relationships between the EI variables and resilience, with EI and resilience being higher in boys than in girls - this differs from previous data, perhaps influenced by the Covid-19 pandemic. The results also reflect that EI positively predicts resilience to a greater extent in boys than in girls.

The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (Mage = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.

COVID-19 and the resulting confinement has had a great impact on the educational environment. Although research in initial teacher education has focused on studying the factors that lead to increased academic engagement, there is no evidence that examines the role of teacher interpersonal style and motivational classroom in a virtual learning context. The aim of this research was to analyze the mediating role of motivational climate between teacher interpersonal style (i.e., autonomy support and controlling style) and academic engagement climate in pre-service teachers in a resilient context. The research design was observational, descriptive, cross-sectional, and non-randomized. A total of 1,410 university students (pre-service teachers) participated (Mage = 23.85; SD = 5.13) (59.6% female; 40.3% male; 0.1% other). The scales of interpersonal teaching style, classroom motivational climate, academic commitment, and resilience were used, and a structural equation analysis with latent variables was carried out controlling resilience and gender. The results of the structural equation model show the importance of student perception of teacher autonomy support on academic engagement of the pre-service teachers, as well as the mediation of the mastery climate between autonomy support and academic engagement. For this reason, in order to increase academic engagement in pre-service teachers, it is recommended the use of motivating styles and instructional strategies focused on supporting the decision-making process, initiative, and significant learning.

The objective of this study was to analyze the mediating role of strategies to maintain classroom discipline between the motivational climate generated by the teacher and the students’ satisfaction with physical education classes. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 2147 secondary school physical education students participated (Mage = 15.05; SD = 1.45) (male = 1050; female = 1097). A structural equation model was calculated with latent variables controlled by the teacher’s sex and time of service and using the scales of the motivational climate, the teacher’s strategies for maintaining classroom discipline, and the students’ satisfaction with physical education classes. The results from the model highlight the importance of intrinsic strategies in maintaining discipline; these act as a mediator between the motivational climate towards learning and the students’ satisfaction with physical education classes. In addition, the findings reveal the influence of a performance-oriented climate in predicting boredom in a class when the teacher shows an indifference towards maintaining discipline.