<?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>2448-718X</journal-id>
<journal-title><![CDATA[El trimestre económico]]></journal-title>
<abbrev-journal-title><![CDATA[El trimestre econ]]></abbrev-journal-title>
<issn>2448-718X</issn>
<publisher>
<publisher-name><![CDATA[Fondo de Cultura Económica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-718X2017000100165</article-id>
<article-id pub-id-type="doi">10.20430/ete.v84i333.266</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reconociendo el carácter multifacético de la educación: los determinantes de los logros cognitivos y no cognitivos en la escuela media argentina]]></article-title>
<article-title xml:lang="en"><![CDATA[Acknowledging the Multi-faceted Nature of Education: The Determinants of Cognitive and Non-cognitive Outcomes in Argentine High Schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Formichella]]></surname>
<given-names><![CDATA[María Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Krüger]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,CONICET Instituto de Investigaciones Económicas y Sociales del Sur ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>84</volume>
<numero>333</numero>
<fpage>165</fpage>
<lpage>191</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-718X2017000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-718X2017000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-718X2017000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Antecedentes: Para brindar herramientas que permitan a las personas desarrollar todo su potencial, la educación debería no sólo proveer conocimientos y aptitudes, sino también contribuir a la formación de actitudes, valores y disposiciones positivas. Los sistemas educativos deberían ser evaluados en función de este carácter multifacético de la educación, y la información disponible indica que los países difieren en la medida en que sus estudiantes adquieren tanto competencias cognitivas como no cognitivas. Interesa por ello comprender mejor el desarrollo de ambos tipos de logros, proceso complejo que depende de factores personales, familiares, escolares y contextuales. Mientras que la mayoría de las investigaciones empíricas orientadas a explicar la calidad educativa ha considerado únicamente los logros cognitivos, el presente trabajo pone el foco en los no cognitivos.  Métodos: Se estima un modelo de regresión multinivel multivariado que analiza simultáneamente los determinantes de dos resultados alcanzados por los alumnos argentinos participantes del Programa para la Evaluación Internacional de Alumnos (PISA) 2012: uno cognitivo -la nota obtenida en la prueba de matemáticas- y uno no cognitivo -la apertura hacia la resolución de problemas-.  Resultados: Se hallan diferencias en los factores explicativos entre los dos tipos de logros: los colegios parecen cumplir un papel más relevante en la determinación del desempeño escolar cognitivo que en la formación de resultados no cognitivos. No obstante, factores como el género o el nivel socioeconómico del hogar inciden significativamente en ambos casos. Asimismo, si bien los atributos escolares resultan menos relevantes que los individuales en la explicación de los dos resultados, se aprecia un margen para mejorar su desarrollo desde la escuela.  Conclusiones: La inexistencia de homogeneidad respecto a las variables que determinan las dos clases de resultados estudiados sugiere que las políticas tendientes a mejorar unos u otros deberían ser diferentes. De todas formas, el desarrollo de ambos tipos de logros requiere principalmente que se mejoren las condiciones socioeducativas de los alumnos en sus hogares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Background: In order to provide skills that enable people to realize their potential, education should not only develop knowledge and aptitudes, but also contribute to the formation of attitudes and positive values. Education systems should be judged in terms of this multidimensional character of education, and the available information indicates that countries differ in the degree to which their students are able to acquire cognitive and non-cognitive competences. Therefore, it should be of interest to improve our comprehension of the development of both types of outcomes, a complex process that depends on personal, family, school and contextual factors. While most empirical studies that try to explain educational quality have only considered cognitive results, this study focuses on the non-cognitive ones.  Methods: We estimate a multivariate multilevel regression model that simultaneously analyzes the determinants of two outcomes attained by Argentine students in the Program for International Student Assessment (PISA) 2012 study: a cognitive result -the achievement level in Mathematics- and a non-cognitive one -the openness to problem-solving-.  Results: Both types of outcomes seem to differ in their explanatory factors: schools appear to play a greater role in the determination of cognitive achievements than non-cognitive competencies. However, attributes such as gender or home socioeconomic status have a significant influence in both cases. Furthermore, although school characteristics seem to be less relevant than individual ones in the determination of both types of results, there is also room to improve their development at school.  Conclusions: The heterogeneity regarding the variables which explain both types of school outcomes suggests that the policies designed to improve each one of them should be different. Nonetheless, the development of these competencies mainly requires an improvement in socioeconomic and educational conditions at home.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[logros educativos]]></kwd>
<kwd lng="es"><![CDATA[cognitivo]]></kwd>
<kwd lng="es"><![CDATA[no cognitivo]]></kwd>
<kwd lng="es"><![CDATA[análisis multinivel]]></kwd>
<kwd lng="en"><![CDATA[educational outcomes]]></kwd>
<kwd lng="en"><![CDATA[cognitive]]></kwd>
<kwd lng="en"><![CDATA[non-cognitive]]></kwd>
<kwd lng="en"><![CDATA[multilevel analysis]]></kwd>
</kwd-group>
</article-meta>
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