<?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>S1409-47032019000100137</article-id>
<article-id pub-id-type="doi">10.15517/aie.v19i1.35325</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El papel de la memoria de trabajo y la inteligencia fluida en las calificaciones escolares: un enfoque de ecuaciones estructurales]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of working memory capacity and fluid intelligence in marks: a structural equation modeling approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sibaja-Molina]]></surname>
<given-names><![CDATA[Johanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Pacheco]]></surname>
<given-names><![CDATA[Tracy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Villagra]]></surname>
<given-names><![CDATA[Odir Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,la Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>137</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032019000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032019000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032019000100137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este artículo es analizar si las diferencias individuales en capacidad de la memoria de trabajo e inteligencia fluida durante la edad preescolar predicen las calificaciones en las materias básicas al finalizar el primer año de escuela primaria. Para ello se aplicaron pruebas cognitivas a 132 estudiantes de preescolares públicos costarricenses, y posteriormente se solicitaron sus calificaciones al finalizar su primer año escolar. Dado que algunos estudios reportan diferencias de sexo en el desempeño académico, se realizaron pruebas de invarianza factorial y estructural como aspectos cuantitativos fundamentales para interpretar, adecuadamente, los resultados del presente estudio. Dichas pruebas estadísticas indicaron que las personas estudiantes fueron estadísticamente equivalentes en todos los parámetros del modelo. Posteriormente, en un modelo de ecuaciones estructurales que asumió invarianza factorial y estructural entre sexos se muestra que: a) diferencias individuales en capacidad de memoria de trabajo, pero no en inteligencia fluida, predicen las calificaciones en el primer año escolar; b) la capacidad de memoria de trabajo predice la inteligencia fluida; y c) las asignaturas de Matemática y Español, en comparación con las otras asignaturas, comparten aspectos que podrían estar asociados con la necesidad de decodificar simbologías. Así pues, los hallazgos del presente estudio proporcionan evidencias respecto a indicadores cognitivos tempranos que son fundamentales para el futuro desempeño escolar de esta población estudiantil. Asimismo, se muestra la equivalencia en la variación de estas habilidades respecto al sexo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this article is to analyze the predictive role of individual differences in working memory capacity and fluid intelligence in the average marks at the end of the first year of primary school. We applied cognitive test to 132 students from three Costa Rican public preschools, and subsequently, we requested the marks at the end of their first school year. Because some studies have reported sex differences in academic performance, we conducted factorial and structural invariance tests. These tests indicated statistical equivalence of the measures between boys and girls. A structural equation model was specified assuming factorial and structural invariance between sex, and it showed that: a) individual differences in working memory capacity, but not in fluid intelligence, predicted marks in the first school year; b) Working memory capacity predicted fluid intelligence; and c) Mathematics and Spanish subjects share variance that could be associated with the process of symbol decoding. Thus, the findings of this study identified some early cognitive precursors of early school performance. Furthermore, the study shows equivalence in the variation of these abilities by sex.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[calificaciones]]></kwd>
<kwd lng="es"><![CDATA[memoria de trabajo]]></kwd>
<kwd lng="es"><![CDATA[inteligencia fluida]]></kwd>
<kwd lng="es"><![CDATA[diferencias de sexo]]></kwd>
<kwd lng="en"><![CDATA[marks]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
<kwd lng="en"><![CDATA[fluid intelligence]]></kwd>
<kwd lng="en"><![CDATA[sex differences]]></kwd>
</kwd-group>
</article-meta>
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