<?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>2007-5936</journal-id>
<journal-title><![CDATA[Psicumex]]></journal-title>
<abbrev-journal-title><![CDATA[Psicumex]]></abbrev-journal-title>
<issn>2007-5936</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Sonora, Consorcio de Universidades Mexicanas A,C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-59362022000100124</article-id>
<article-id pub-id-type="doi">10.36793/psicumex.v12i1.440</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Asociaciones entre la creatividad y el autoconcepto académico en estudiantes de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Associations between creativity and academic self-concept in elementary school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grimaldo Salazar]]></surname>
<given-names><![CDATA[Edgar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Reyes]]></surname>
<given-names><![CDATA[Italia Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galván Ruiz]]></surname>
<given-names><![CDATA[Jeanette Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bello León]]></surname>
<given-names><![CDATA[Minerva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Méndez]]></surname>
<given-names><![CDATA[Mirna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez Soto]]></surname>
<given-names><![CDATA[Blanca Ivet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-59362022000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-59362022000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-59362022000100124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación tuvo como objetivos analizar la relación entre creatividad y autoconcepto académico, así como identificar diferencias por sexo de las variables de estudio en niños de tercero a sexto grado de primaria. La muestra fue no probabilística por conveniencia, conformada por 269 estudiantes de una escuela pública ubicada en Nezahualcóyotl, Estado de México. Todos fueron evaluados con la escala de autoconcepto académico y la prueba de pensamiento creativo figural A. Al analizar los resultados, se encontró una asociación positiva y significativa entre el autoconcepto académico y la creatividad (r = 0.2**, p &lt; 0.01), y dos correlaciones negativas del autoconcepto académico, una con el indicador de títulos (r = -0.2**, p &lt; 0.01) y otra con el de cierre (r = -0.3**, p &lt; 0.01). En cuanto a la variable sexo, con la prueba t de Student se encontró que las niñas mostraron puntajes más altos de creatividad en comparación con los niños (t = -3.008, p = 0.00). Se concluye que la percepción de los niños, respecto a su capacidad como estudiantes, representa un elemento importante para el desarrollo del pensamiento creativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to analyze the relationship between creativity and academic self-concept as well as to identify differences by sex for study variables among 3rd to 6th grade students. A non-probabilistic convenience sample included 269 public school students located in Nezahualcóyotl, Estado de México. The study administered the Academic Self-concept Scale and the Figural version of the Torrance Test of Creative Thinking. Results showed a statistically significant correlation between academic self-concept levels and creativity skills such as originality, title, and closure. Regarding sex differences, a t test found higher scores in creativity for girls than boys (t= -3.008, p= 0.003). It is concluded that the perception children have of their own abilities as students represents an important element for the development of creative thinking.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes de primaria]]></kwd>
<kwd lng="es"><![CDATA[fluidez]]></kwd>
<kwd lng="es"><![CDATA[originalidad]]></kwd>
<kwd lng="es"><![CDATA[elaboración]]></kwd>
<kwd lng="es"><![CDATA[autoconcepto]]></kwd>
<kwd lng="en"><![CDATA[primary school students]]></kwd>
<kwd lng="en"><![CDATA[fluency]]></kwd>
<kwd lng="en"><![CDATA[originality]]></kwd>
<kwd lng="en"><![CDATA[elaboration]]></kwd>
<kwd lng="en"><![CDATA[self-perception]]></kwd>
</kwd-group>
</article-meta>
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