<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-3325</journal-id>
<journal-title><![CDATA[Salud mental]]></journal-title>
<abbrev-journal-title><![CDATA[Salud Ment]]></abbrev-journal-title>
<issn>0185-3325</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-33252016000400221</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El papel del profesor en la motivación y la salud mental de los estudiantes de educación física]]></article-title>
<article-title xml:lang="en"><![CDATA[The teacher's role on the motivation and mental health in physical education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamarripa]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomás]]></surname>
<given-names><![CDATA[Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tristán]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez]]></surname>
<given-names><![CDATA[Octavio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nuevo León Facultad de Organización Deportiva ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>39</volume>
<numero>4</numero>
<fpage>221</fpage>
<lpage>227</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-33252016000400221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-33252016000400221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-33252016000400221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La teoría de la autodeterminación sugiere que los sujetos con regulaciones autónomas mostrarán mayores niveles de funcionamiento óptimo que aquellos con regulaciones controladoras. Asimismo, la teoría ha defendido la importancia que tienen los factores sociales en los procesos motivacionales. En el contexto educativo, uno de los factores sociales que tiene un papel importante en la motivación de los estudiantes es el estilo interpersonal que utiliza el profesor cuando brinda instrucciones; por tanto, aquellos ambientes que fomenten la motivación autónoma serán importantes para el desarrollo óptimo y la salud mental de los estudiantes.  Objetivo: Examinar si el grado en que los estudiantes perciben que el profesor de educación física apoya sus necesidades de autonomía, competencia y relaciones ayudará a fomentar su bienestar y reducir su malestar, a través de la motivación como mecanismo mediador.  Método: Participaron 734 estudiantes de secundaria entre 11 y 17 años usando un diseño de estudio transversal. Se utilizó la técnica estadística de ecuaciones estructurales.  Resultados: Los alumnos que perciben que su profesor apoya su autonomía, su competencia y sus relaciones presentan mayor motivación autónoma y menor no motivación; lo que les genera mayor bienestar y menor malestar.  Discusión y conclusión: Se destaca la importancia de la motivación autónoma como el mecanismo mediador más potente para generar bienestar y evitar malestar en las clases de actividad física. Este estudio extiende y generaliza los hallazgos de la teoría de la autodeterminación a la población mexicana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Self-Determination Theory (SDT) suggests that individuals with autonomous regulations hold greater levels of optimal functioning than those with controlling regulations. In addition, SDT underlines the importance of social aspects within motivational processes. In the educational setting, teachers' interpersonal style while giving instructions represents one of the most prominent social factors for triggering students' motivation. Therefore, contexts that foster autonomous motivation are considered the most suitable for promoting pupils' optimal growth and mental health.  Objective: To examine if students' perception of Physical Education Teachers' support of their needs of autonomy, competence and relatedness could help encouraging their well-being and reducing their ill-being, through the mediating role of motivation.  Method: Participants were 734 secondary school students between 11-17 years old. We used a cross-sectional design. Statistical analyses were carried out using structural equation modeling.  Results: The degree to which the students perceived that the teacher-created context supported their autonomy, competence and relatedness predicted positively their autonomous motivation and negatively their no motivation, which in turn predicted positively well-being and negatively ill-being.  Discussion and conclusion: Our results highlight the importance of autonomous motivation as the most powerful mediation mechanism for improving well-being and avoiding ill-being in physical activity classes. This research confirms and extends the finding of the self-determination theory within the Mexican population.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Faculty]]></kwd>
<kwd lng="en"><![CDATA[physical education and training]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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