<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032023000200070</article-id>
<article-id pub-id-type="doi">10.15517/aie.v23i2.52858</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prueba de creatividad verbal de Torrance: Evidencias de validez psicométrica en estudiantado mexicano de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Torrance verbal-a creativity test: Evidence of Psychometric Validity in Mexican 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[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>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>70</fpage>
<lpage>93</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032023000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032023000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032023000200070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La creatividad se define como la capacidad de ser sensible a los problemas, deficiencias y lagunas en la información, lo cual permite el surgimiento de ideas novedosas para la solución de problemas individuales y sociales, de ahí la importancia del desarrollo de instrumentos de evaluación en edades tempranas, con el propósito de planificar programas educativos para su promoción en el alumnado El objetivo de la investigación fue validar la Prueba de Pensamiento Creativo de Torrance Verbal A. Se trabajó con 107 estudiantes de una escuela primaria pública del Estado de México durante el ciclo escolar 2017-2018, quienes tenían una edad mínima de 9 años y máxima de 12 años. Se les aplicó la Prueba de Pensamiento Creativo de Torrance Verbal A (PPCTV-A) y Figural A (PPCTF-A), así como el Test de Matrices Progresivas Raven Forma Coloreada. Para conocer la validez psicométrica, se realizaron diferentes procedimientos estadísticos que permitieron corroborar la pertinencia del instrumento. Se encontró que el nivel de consistencia interna a través del Alpha de Cronbach de la PPCTV-A fue de 0.910. En cuanto a la validez convergente, la correlación de Pearson mostró asociaciones positivas y significativas entre los indicadores y la puntuación total del PPCTV-A con el puntaje final de la versión gráfica (.473**). Además, no se encontraron correlaciones entre PPCTV-A y razonamiento visoespacial, lo que comprueba la validez divergente. Se considera que la PPCTV-A cumple con los criterios estadísticos para su aplicación en niñas y niños de educación primaria y se coincide con diferentes autores al reconocer que el pensamiento divergente se expresa en distintos microdominios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Creativity is defined as the ability to be sensitive to problems, deficiencies, and information gaps which facilitates the emergence of new ideas for individual and social problem solving. Hence, it is important the development of instruments to evaluate them during early stages for educational program planning to enhance such skills in students. This investigation aimed at the validation of the Torrance Verbal Test of Creative Thinking. For this reason, 107 elementary students from a State of Mexico public school were assessed during the 2017-2018 academic year with Torrance Creative Thinking Test, Verbal and Figural as well as Raven's Progressive Matrices Test (CPM form), who were at least 9 years old and maximum of 12 years. To learn about psychometric validity, different statistical procedures were done which allowed corroborating the accuracy of the instrument. For the TCTT-VERBAL, a result of .910 was obtained for levels of internal consistency through Cronbach's alpha, as for the convergent validity, Pearson's correlation showed positive and significant associations between indicators and global score of TCTT-VERBAL and the total score of the figural version (0.473**). No significant correlations were found between TCTT-VERBAL and visual spatial reasoning which confirms divergent validity. The TCTT-VERBAL is considered to meet the statistical criteria for its use to assess children in elementary school and there is an agreement with different authors by acknowledging that divergent thinking is expressed through different microdomains.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creatividad]]></kwd>
<kwd lng="es"><![CDATA[test psicológico]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[imaginación]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
<kwd lng="en"><![CDATA[psychological tests]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[imagination]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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