This study aims (a) to examine proposals that apply a pedagogical models intervention on motivational variables and basic psychological needs satisfaction and (b) to compare whether the hybridization of models demonstrates a greater effect on basic psychological needs satisfaction than the application of pedagogical models. Pedagogical models play a positive role on Autonomous Motivation (g = 0.81 [0.47; 1.16]), Controlled Motivation (g=0.04 [-0.40; 047]). The application of pedagogical models has a negative effect on amotivation (g = -0.27 [-0.45; -0.09]). It is also effective for Competence Satisfaction (g=0.45 [0.23; 0.66]), Autonomy Satisfaction (g=0.67 [0.39; 0.96]) and Relatedness Satisfaction (g=0.46 [0.10; 0.82]). The hybridization of pedagogical models are more effective in working on Relatedness Satisfaction (g=0.77 [0.38; 1.16)], Autonomy Satisfaction (g=1.26 [0.35; 2.17]) and Competence Satisfaction (g=0.53; [0.26; 0.80]). The application of pedagogical models and their hybridizations are effective for the satisfaction of basic psychological needs and the improvement of the motivational area.