<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100681</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1952</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Explorando la sinergia entre habilidades matemáticas y alfabetismo financiero en jóvenes universitarios: el papel de la formación previa económico-financiera]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring the synergy between mathematical skills and financial literacy in young university students: The role of previous economic-financial training]]></article-title>
<article-title xml:lang="pt"><![CDATA[Explorando a sinergia entre competências matemáticas e literacia financeira em jovens universitários: O papel da formação económico-financeira prévia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán Soto]]></surname>
<given-names><![CDATA[María Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portal Boza]]></surname>
<given-names><![CDATA[Malena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feitó Madrigal]]></surname>
<given-names><![CDATA[Duniesky]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100681&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100681&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100681&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con la creciente complejidad de los sistemas económicos, el alfabetismo financiero se ha convertido en un factor esencial para tomar decisiones adecuadas, y enfrentar los retos y oportunidades financieras de manera más efectiva en la vida diaria. Por eso, el objetivo de esta investigación fue evaluar la incidencia de las habilidades matemáticas en el alfabetismo financiero de jóvenes mexicanos en un rango de edad de 18 a 30 años que asisten a la universidad, así como el grado en el que la formación previa en áreas económico-financieras modera la fuerza de asociación entre ambas variables. Para ello, el método de investigación fue cuantitativo, para lo cual se combinó el enfoque descriptivo y correlacional. Asimismo, se implementó un modelo de regresión lineal simple con variable moderadora. Los resultados revelaron una correlación significativa y positiva entre las habilidades matemáticas y el grado de alfabetismo financiero de los estudiantes universitarios. Además, se encontró que la formación previa en áreas económico-financieras vuelve más fuerte esta relación, lo que implica la necesidad de fortalecer dicho tema en el sistema educativo mexicano desde edades tempranas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With the increasing complexity of economic systems, financial literacy has become an essential factor in making sound financial decisions and in meeting financial challenges and opportunities more effectively in daily life. The objective of this research was to evaluate the incidence of mathematical skills in the financial literacy of young Mexicans in the age range of 18 to 30 years who attend university and the degree to which previous training in economic-financial areas moderates the strength of association between both variables. The research method is quantitative and combines the descriptive and correlational approach. A simple linear regression model with a moderator variable was implemented. Results revealed a significant and positive correlation between college students' math skills and financial literacy. In addition, it was found that previous training in economic-financial areas makes this relationship stronger, which demonstrates the need to strengthen financial education in the educational system in Mexico from an early age.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com a crescente complexidade dos sistemas econômicos, a alfabetização financeira tornou-se um fator essencial na tomada de decisões financeiras sólidas e no enfrentamento mais eficaz dos desafios e oportunidades financeiras na vida diária. O objetivo desta pesquisa foi avaliar a incidência de habilidades matemáticas na alfabetização financeira de jovens mexicanos na faixa etária de 18 a 30 anos que frequentam a universidade e o grau em que a formação prévia em áreas econômico-financeiras modera a força da associação entre ambas variáveis. O método de pesquisa é quantitativo e combina a abordagem descritiva e correlacional. Foi implementado um modelo de regressão linear simples com uma variável moderadora. Os resultados revelaram uma correlação significativa e positiva entre as habilidades matemáticas dos estudantes universitários e a alfabetização financeira. Além disso, constatou-se que a formação prévia em áreas econômico-financeiras fortalece essa relação, o que demonstra a necessidade de fortalecer a educação financeira no sistema educacional do México desde tenra idade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bienestar financiero]]></kwd>
<kwd lng="es"><![CDATA[educación financiera]]></kwd>
<kwd lng="es"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[Financial well-being]]></kwd>
<kwd lng="en"><![CDATA[financial education]]></kwd>
<kwd lng="en"><![CDATA[mathematical skills]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="pt"><![CDATA[Bem-estar financeiro]]></kwd>
<kwd lng="pt"><![CDATA[educação financeira]]></kwd>
<kwd lng="pt"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
</kwd-group>
</article-meta>
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