<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100260</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.21259</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creatividad lingüística y capacidad metafórica: Un estudio transversal en educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Linguistic creativity and metaphorical capacity: A cross-sectional study in secondary education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Criatividade linguística e capacidade metafórica: Um estudo transversal no ensino secundário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orozco-Gómez]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martín-Ezpeleta]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>260</fpage>
<lpage>280</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100260&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La importancia que la Organisation for Economic Cooperation and Development (OECD, 2019) otorga a la creatividad, incluyéndola en las Pruebas PISA 2022, junto al reconocimiento de la Ley Orgánica de Modificación de la LOE (LOMLOE) (Jefatura del Estado, 2020), explica el interés por su análisis en el contexto educativo.  Objetivo.  La presente investigación pretende determinar la creatividad lingüística, manifestada como capacidad metafórica de 271 estudiantes que se reparten entre el primer curso y el último de educación secundaria, así como su relación con la creatividad general y la disponibilidad léxica, además de considerarse las influencias del género, el curso y el disfrute lector.  Metodología.  Este estudio transversal de enfoque mixto cualitativo-cuantitativo se fundamenta en datos recabados a partir de diferentes instrumentos validados (Borkowski et al., 1967; Corbalán Berná et al., 2015; Kasirer &amp; Mashal, 2016).  Resultados.  Los resultados muestran un nivel medio de creatividad lingüística y considerablemente bajo en creatividad general (concordando con los obtenidos por la OECD en 2024). Además, todas las variables independientes muestran influencia sobre las dependientes, hallando diferencias estadísticamente significativas entre la creatividad lingüística y la disponibilidad léxica según el curso (mayores puntuaciones en el último curso) y el sexo (puntuando mejor las mujeres).  Discusión.  Todo ello se discute en clave didáctica, proponiendo cambios instruccionales que concedan el espacio que la creatividad lingüística merece en el sistema educativo y que pasa por potenciar en las aulas una reflexión metacognitiva sobre la creatividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The emphasis placed on creativity by the OECD (2019), including it in the 2022 PISA assessments and its recognition in the LOMLOE (Jefatura del Estado, 2020), underscores the growing interest in analyzing creativity in the educational landscape.  Purpose.  This research evaluates linguistic creativity, specifically its manifestation through metaphorical capacity, in 271 students from the first and final years of secondary education. Additionally, it examines the relationship between linguistic creativity, general creativity, and lexical availability while considering the effects of gender, grade level, and reading enjoyment.  Method.  The study uses a cross-sectional, mixed-methods approach, combining qualitative and quantitative data collected through validated instruments.  Results.  The findings indicate a moderate level of linguistic creativity and a notably low level of general creativity, aligning with the OECD&#8217;s 2024 results. Moreover, all independent variables significantly affect the dependent ones, with statistically significant differences in linguistic creativity and lexical availability by grade level (higher in the final year) and gender (higher in females).  Discussion . These results are discussed pedagogically, proposing instructional reforms to boost linguistic creativity and foster metacognitive reflection on creativity to enhance students&#8217; linguistic and cognitive development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A importância atribuída pela OECD (2019) à criatividade, ao incluí-la nas Provas PISA 2022, juntamente com o reconhecimento da LOMLOE (Jefatura del Estado, 2020), explica o interesse em sua análise no contexto educacional.  Objetivo.  A presente investigação pretende determinar a criatividade linguística, manifestada como capacidade metafórica, de 271 estudantes distribuídos entre o primeiro e o último ano do ensino secundário, bem como sua relação com a criatividade geral e a disponibilidade lexical, além de considerar as influências do gênero, ano escolar e gosto pela leitura.  Metodologia.  Este estudo transversal de abordagem mista qualitativa-quantitativa baseia-se em dados recolhidos por meio de diferentes instrumentos validados.  Resultados.  Os resultados mostram um nível médio de criatividade linguística e consideravelmente baixo em criatividade geral (coincidindo com os resultados obtidos pela OECD em 2024). Além disso, todas as variáveis independentes demonstram influência sobre as variáveis dependentes, encontrando-se diferenças estatisticamente significativas entre a criatividade linguística e a disponibilidade lexical segundo o ano escolar (pontuações mais altas no último ano) e o gênero (melhores pontuações para as mulheres).  Discussão.  Tudo isso é discutido sob uma ótica didática, propondo mudanças instrucionais que concedam à criatividade linguística o espaço que merece no sistema educativo, passando por fomentar nas salas de aula uma reflexão metacognitiva sobre a criatividade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Capacidad metafórica]]></kwd>
<kwd lng="es"><![CDATA[creatividad]]></kwd>
<kwd lng="es"><![CDATA[creatividad lingüística]]></kwd>
<kwd lng="es"><![CDATA[disponibilidad léxica]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[mejora del aprendizaje en estudiantes]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades]]></kwd>
<kwd lng="en"><![CDATA[Metaphorical capacity]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
<kwd lng="en"><![CDATA[linguistic creativity]]></kwd>
<kwd lng="en"><![CDATA[lexical availability]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[improved student learning]]></kwd>
<kwd lng="en"><![CDATA[skills development]]></kwd>
<kwd lng="pt"><![CDATA[Capacidade metafórica]]></kwd>
<kwd lng="pt"><![CDATA[criatividade]]></kwd>
<kwd lng="pt"><![CDATA[criatividade linguística]]></kwd>
<kwd lng="pt"><![CDATA[disponibilidade lexical]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[melhoria da aprendizagem dos estudantes]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento de habilidades]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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