<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722018000100138</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2018.24.266</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creatividad, género y rendimiento académico en ingresantes de ingeniería]]></article-title>
<article-title xml:lang="pt"><![CDATA[Criatividade, gênero e rendimento acadêmico em ingressantes de engenharia]]></article-title>
<article-title xml:lang="en"><![CDATA[Creativity, Gender and Academic Performance in Students Who Enter the Engineering Degree]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiecher]]></surname>
<given-names><![CDATA[Analía-Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elisondo]]></surname>
<given-names><![CDATA[Romina-Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paoloni]]></surname>
<given-names><![CDATA[Paola-Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donolo]]></surname>
<given-names><![CDATA[Danilo-Silvio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de San Luis  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de San Luis  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de San Luis  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Córdoba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>24</numero>
<fpage>138</fpage>
<lpage>151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722018000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722018000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722018000100138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La presente investigación atiende a las relaciones entre las capacidades y acciones creativas desplegadas por ingresantes en carreras ingeniería, el género y el rendimiento académico logrado en el tránsito del primer año de estudios. Los datos fueron recogidos a partir de la administración de un test que mide capacidades creativas y un cuestionario que evalúa acciones creativas en distintas áreas. Un total de 134 ingresantes en carreras de Ingeniería de una universidad pública argentina dieron respuesta a los instrumentos referidos. Los resultados muestran diferencias conforme al género, a favor de las mujeres, así como puntuaciones más elevadas para el grupo de alto rendimiento en el despliegue de acciones creativas relacionadas con el área de ciencia y tecnología. Las conclusiones avalan, por un lado, la complejidad de las vinculaciones entre creatividad, género y rendimiento. Por otro lado, señalan la importancia de crear contextos educativos que, desde el ingreso mismo, propicien el despliegue de acciones creativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente investigação atende as relações entre as capacidades e ações criativas desdobradas por ingressantes em carreiras de engenharia, o gênero e o rendimento acadêmico alcançado no percurso do primeiro ano de estudos. Os dados foram recolhidos a partir da administração de um teste que mede capacidades criativas e um questionário que avalia ações criativas em diferentes áreas. Um total de 134 ingressantes em carreiras de Engenharia de una universidade pública argentina deram resposta aos instrumentos referidos. Os resultados mostram diferenças conforme o gênero, a favor das mulheres, assim como pontuações mais elevadas para o grupo de alto rendimento no desdobramento de ações criativas relacionadas com a área de ciência e tecnologia. As conclusões garantem, por um lado, a complexidade das vinculações entre criatividade, gênero e rendimento. Por outro lado, mostram a importância de criar contextos educativos que, desde o ingresso mesmo, propiciem o desdobramento de ações criativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research is about the relationship beween the skills and the creative actions that are put into practice by students who enter the Engineering degree, gender and the academic performance they achieve during the first year. The data were gathered by applying a test that measures the creative capacities and a questionnaire that assesses the creative actions in several areas. A total of 134 first year students of Engineering degree in an Argentinian public university answered both the survey and questionnaire and the results show differences by gender, with better performances of women, and better scores for the high performance group by developing creative actions in the area of Science and Technology. The conclusions on one hand endorse the complexity of the connections between creativity, gender and performance and, on the other hand, point out how important it is to create educational contexts that favor from the admission the development of creative actions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[capacidades creativas]]></kwd>
<kwd lng="es"><![CDATA[acciones creativas]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de ingeniería]]></kwd>
<kwd lng="es"><![CDATA[Argentina]]></kwd>
<kwd lng="pt"><![CDATA[apacidades criativas]]></kwd>
<kwd lng="pt"><![CDATA[ações criativas]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[rendimento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de engenharia]]></kwd>
<kwd lng="pt"><![CDATA[Argentina]]></kwd>
<kwd lng="en"><![CDATA[creative skills]]></kwd>
<kwd lng="en"><![CDATA[creative actions]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[Engineering degree]]></kwd>
<kwd lng="en"><![CDATA[Argentina]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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