<?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>1991-9395</journal-id>
<journal-title><![CDATA[Revista Cubana de Salud y Trabajo]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cuban. salud trabajo]]></abbrev-journal-title>
<issn>1991-9395</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1991-93952023000100010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El compromiso académico en una muestra pre-profesional mexicana de docentes frente a aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Commitment in a Mexican Pre-professional Sample of Teachers in the Classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Guzmán]]></surname>
<given-names><![CDATA[Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Romero]]></surname>
<given-names><![CDATA[Jesús Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oramas Viera]]></surname>
<given-names><![CDATA[Arlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Nacional de Salud de los Trabajadores  ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Ciencias Médicas de La Habana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1991-93952023000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1991-93952023000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1991-93952023000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La labor docente tiene un reconocido carácter estresante y un potencial impacto negativo en la salud psicológica de quienes la desempeñan. El compromiso académico es un constructo que tomado del ámbito laboral expresa la relación del estudiante con su tarea, puede constituir un predictor del desempeño estudiantil, pero esencialmente su presencia es indicador de la obtención, durante esta etapa de prácticas frente a un aula, de la adquisición de recursos personales para el afrontamiento de las demandas emocionales de la tarea y proteger el bienestar del futuro docente.  Objetivo:  Describir los niveles de vigor, dedicación, absorción y compromiso académico en una muestra preprofesional que simultanea el rol de estudiante y de docente frente a aula.  Métodos:  Se realiza un estudio descriptivo con un diseño transversal en los tres grupos docentes del 6to semestre de la Licenciatura en Educación, de la Universidad de Guanajuato, México. La muestra fue de 64 sujetos de los tres grupos, grupo A: 19, grupo B: 16 y grupo C: 29. Se utilizó la versión abreviada en 9 ítems de la Escala de Engagement Académico (UWESS-9).  Resultados:  Predominan valores altos de dedicación, absorción, engagement total y medios de vigor. Existen diferencias significativas entre los grupos siendo el grupo B, significativamente, el de mayor absorción y el A el de menor.  Conclusiones: Los resultados apuntan a un posible desbalance entre las demandas y los recursos disminuyendo la dimensión energética pero no la actitudinal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: The teaching job has a recognized stressful character and a potential negative impact on the psychological health of those who perform it. Academic commitment is a construct that, taken from the work environment, expresses the student's relationship with his or her task. It can be a predictor of student performance, but essentially its presence is an indicator of the acquisition, during this stage of classroom practice, of personal resources to cope with the emotional demands of the task and to protect the well-being of the future teacher.  Objective:  To describe the levels of vigor, dedication, absorption and academic commitment in a pre-professional sample that simultaneously plays the role of student and classroom teacher.  Methods:  A descriptive study with a cross-sectional design was carried out in three groups of teachers of the 6th semester of the Bachelor's Degree in Education at the University of Guanajuato, Mexico. The sample consisted of 64 subjects from the three groups, group A: 19, group B: 16 and group C: 29. The abbreviated 9-item version of the Academic Engagement Scale (UWESS-9) was used.  Results:  High values of dedication, absorption, total engagement and average vigor predominated. There are significant differences between groups with group B having significantly the highest absorption and group A the lowest.  Conclusions: The results point to a possible imbalance between demands and resources decreasing the energetic dimension but not the attitudinal one.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[compromiso académico]]></kwd>
<kwd lng="es"><![CDATA[engagement estudiantil]]></kwd>
<kwd lng="es"><![CDATA[vigor, dedicación]]></kwd>
<kwd lng="es"><![CDATA[absorción]]></kwd>
<kwd lng="es"><![CDATA[muestra preprofesional]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="en"><![CDATA[Academic commitment]]></kwd>
<kwd lng="en"><![CDATA[student engagement]]></kwd>
<kwd lng="en"><![CDATA[vigor, dedication]]></kwd>
<kwd lng="en"><![CDATA[absorption]]></kwd>
<kwd lng="en"><![CDATA[pre-professional sample]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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