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En el marco de la Teoria de las Metas de Logro y haciendo alusion a la Teoria de la Autodeterminacion, el objetivo principal de este trabajo ha consistido en predecir la satisfaccion con la vida de los alumnos de educacion fisica (EF) a partir de la percepcion del clima motivacional de la clase y actuando como mediadora la orientacion de metas de logro. Para cumplir este objetivo, 608 alumnos espanoles de Educacion Secundaria y 1o de Bachillerato, con edades comprendidas entre los 12 y los 17 anos ( M = 14.51, DT = 1.46; 55.3% hombres y 44.7% mujeres) completaron una escala de clima motivacional en EF, una escala de orientacion de metas de logro 2 x 2, y una escala de satisfaccion con la vida. Para el analisis de los datos se desarrollaron diversos modelos de ecuaciones estructurales con factores latentes. Los principales resultados mostraron una relacion significativa y positiva entre el clima de maestria y la aproximacion a la maestria y esta predijo positivamente la satisfaccion con la vida. Por otro lado, el clima de rendimiento se relaciono positivamente con la aproximacion al rendimiento y esta predijo negativamente la satisfaccion con la vida de los alumnos. Se discuten los resultados en relacion con los planteamientos de la psicologia positiva de cara a proponer a los profesores ciertas estrategias pedagogicas en las clases de EF. Abstract. Under the framework of the Achievement Goal Theory and in relation with Self-Determination Theory, the main objective of this work was to predict life satisfaction of physical education (PE) students as a mediator of achievement goals orientation, by means of assessing their perception of in-class motivational climate. A sample of 608 Spanish students of secondary and high school, aged 12 to 17 years old ( M = 14.51, DT = 1.46; 55.3% men, 44.7% women) completed a motivational climate in PE scale, an achievement goals orientation 2 x 2 scale, and a satisfaction with life scale. Data analyses consisted of several structural equation models with latent factors. Main results showed a significant and positive relationship between mastery climate and mastery approach orientation, which in turn significantly predicted satisfaction with life. Performance climate was positively related to performance approach orientation, which in turn negatively predicted students’ life satisfaction. Results are discussed in relation to the approach of positive psychology in order to propose teachers the use of specific pedagogical strategies in PE classes.

retos digital/retos

Influencia del clima motivacional en educación física sobre las metas de logro y la satisfacción con la vida de los adolescentes (Influence of motivational climate in physical education on achievement goals and adolescents’ life satisfaction)