<?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>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322017000102606</article-id>
<article-id pub-id-type="doi">10.1016/j.aipprr.2017.02.001</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables]]></article-title>
<article-title xml:lang="es"><![CDATA[Rendimiento bajo en matemáticas PISA 2012: impacto de la asistencia en educación infantil temprana y otras posibles variables cognitivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bausela Herreras]]></surname>
<given-names><![CDATA[Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pública de Navarra (UPNA) Área de Psicología Evolutiva y de la Educación ]]></institution>
<addr-line><![CDATA[Pamplona (Iruña) ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>1</numero>
<fpage>2606</fpage>
<lpage>2617</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322017000102606&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322017000102606&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322017000102606&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Mathematics competencies are critical in the development of the individual. There are several variables that can predict poor performance in this competition. These variables may be related to self-learner and teacher who instructs.  Objective: Analyse the risk of poor performance depending on several variables: attending early childhood education, learning strategies and strategies used by the teacher uses.  Method: No experimental or ex post facto.  Data: We used the database PISA 2012 for Spain provided by the Ministry of Education, Culture and Sport. The generated data sample consists of 25,313 young Spaniards of both sexes, aged 15 years, belonging to 902 schools that are distributed throughout the national territory of Spain.  Dependent or endogenous variable: Performance in mathematics.  Independent or exogenous variables: Different variables were considered: attendance and duration of Early Childhood Education, student learning strategies and teaching strategies.  Analysis of data: Binary logistic regression.  Results: It shows that the factor that has greater predictive capability of risk of underperformance is attending Early Childhood Education [&#946; = &#8722;.595; &#961; &lt; .001]. It is the variable that has more predictive capability of risk of all analysed.  Discussion: There are variables that increase the risk and others that reduce this risk. It is possible to prevent low performance in Mathematics competencies, for example, we need to pursue a teaching of quality Early Childhood Education knowing their long-term benefits and not only ensure access to it for all children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las competencias matemáticas son críticas en el desarrollo del individuo. Existen diversas variables que pueden predecir el bajo rendimiento en este tipo de competencias. Dichas variables pueden estar relacionadas con el auto-aprendiz o con el maestro que imparte instrucción.  Objetivo: Analizar el riesgo de rendimiento bajo según diferentes variables: educación formal desde edad temprana, estrategias de aprendizaje y estrategias que utiliza el maestro.  Método: No experimental o ex post facto.  Datos: Se utilizó la base de datos PISA 2012 para España, otorgada por el Ministerio de Educación, Cultura y Deporte. La muestra de datos generada consiste en 25313 jóvenes españoles de ambos sexos, de 15 años, pertenecientes a las 902 escuelas distribuidas a lo largo del territorio nacional de España.  Variable dependiente: Rendimiento en matemáticas.  Variable independiente: Diferentes variables fueron consideradas: asistencia y duración de la educación en edades tempranas, estrategias de aprendizaje del estudiante y estrategias de enseñanza.  Análisis de datos: Regresión binaria logística.  Resultados: Estos indican que el factor con mayor capacidad predictiva de rendimiento bajo es la educación formal en edades tempranas (B=-.595; p&lt;.001). Es la variable que tiene mayor capacidad predictiva de todas las que se analizaron.  Discusión: Existen variables que aumentan el riesgo y otras que lo disminuyen. Es posible prevenir el bajo rendimiento en competencias asociadas a las matemáticas; por ejemplo, se necesita hacer énfasis en la enseñanza de calidad en la educación en edades tempranas sabiendo los beneficios de esto a largo plazo y no solo garantizar el acceso a esta para todos los niños.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[PISA 2012]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Low performance in mathematics competencies]]></kwd>
<kwd lng="en"><![CDATA[Student learning strategies]]></kwd>
<kwd lng="en"><![CDATA[Teaching strategies]]></kwd>
<kwd lng="es"><![CDATA[PISA 2012]]></kwd>
<kwd lng="es"><![CDATA[Educación a edad temprana]]></kwd>
<kwd lng="es"><![CDATA[Bajo rendimiento en competencias matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje del estudiante]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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