<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322025000200037</article-id>
<article-id pub-id-type="doi">10.22458/ie.v27i43.5562</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Predicción del rendimiento en cursos STEM: Evidencia de un modelo de ecuaciones estructurales]]></article-title>
<article-title xml:lang="en"><![CDATA[Achievement prediction in STEM courses: Evidence from a Structural Equation Model]]></article-title>
<article-title xml:lang=""><![CDATA[Prevendo o desempenho em cursos STEM: evidências de um modelo de equações estruturais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves-Ulate]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boza-Oreamuno]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montero-Herrera]]></surname>
<given-names><![CDATA[Bryan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montero-Rojas]]></surname>
<given-names><![CDATA[Eiliana]]></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[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of North Carolina at Greensboro  ]]></institution>
<addr-line><![CDATA[North Carolina ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<numero>43</numero>
<fpage>37</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322025000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322025000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322025000200037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las carreras de Microbiología y Química Clínica (MQC) y el Diplomado en Asistente de Laboratorio (DAL) de la Universidad de Costa Rica (UCR) presentan una alta demanda, lo cual amerita contar con criterios que permitan hacer una selección de estudiantes válida, con equidad y excelencia. Por lo tanto, haciendo uso de modelos de ecua- ciones estructurales (SEM), se pretende generar evidencia en torno a la validez predictiva de tres pruebas que evalúan diferentes constructos: a) habilidades motoras finas (DM), b) inteligencia fluida (FLUID) y c) memoria de trabajo (MEMO). La correlación estimada entre tiempo de respuesta (TR) y MEMO fue alta y negativa consistente con lo que plantea la teoría de funciones ejecutivas. MEMO y TR predicen de forma relevante la FLUID y las DM. MEMO presenta relaciones directas y altas con ambos constructos endógenos en Química y Biología. TR exhibe relación con FLUID y DM en las dos asignaturas. Para ambas asignaturas, la relación entre TR y FLUID es inversa. La relación entre TR y DM es positiva y de gran magnitud. Diferencias entre los modelos estimados para ambas asignaturas se dan para las relaciones que predicen el rendimiento en Biología o en Química, con MEMO siendo un predictor importante para ambas asignaturas. Las DM no evidenciaron un poder predictivo relevante. La FLUID mostró relación con Química, pero prácticamente nula con Biología. Estos resultados generan evidencia a favor del uso de pruebas que evalúen MEMO y FLUID para la selección de estudiantes en MQC y DAL. No se generó evidencia sobre la relevancia de DM como predictor de rendimiento académico universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The degree programs of Microbiology and Clinical Chemistry (MQC) and Diploma in Laboratory Assistant (DAL) of the University of Costa Rica (UCR) present a high demand, which deserves having criteria that allow a valid student selection, with equity and excellence. Therefore, using structural equation models (SEM) it is aimed to generate evidence regarding predictive validity of three tests that assess different constructs: a) fine motor skills (DM), b) fluid intelligence (FLUID), and c) working memory (MEMO). The estimated correlation between response time (TR) and MEMO was high and negative, consistent with what is proposed by the theory of executive functions. MEMO and TR relevantly predict FLUID and DM. MEMO presents direct and strong relationships with both constructs endogenous in Chemistry and Biology. TR exhibits a relationship with FLUID and DM in both subjects. For both subjects, the relationship between TR and FLUID is inverse. The relationship between TR and DM is positive and large. Differences between the estimated models for both subjects are found for the relationships that predict performance in Biology or Chemistry, with MEMO being a significant predictor for both. The DM did not show a significant predictive power. FLUID show relationship with Chemistry, but practically non-existent with Biology. These results provide evidence in favor of using tests that assess MEMO and FLUID for student selection in MQC and DAL. No evidence was generated about the relevance of DM as predictor of university academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os programas de Microbiologia e Química Clínica (MQC) e Diplomado em Assistente de Laboratório (DAL) da Universidade da Costa Rica (UCR) apresentam uma alta demanda, o que merece possuir critérios que permitam fazer uma seleção de estudantes válida, com equidade e excelência. Portanto, utilizando modelos de equações estruturais (SEM), pretende-se gerar evidência sobre a validade preditiva de três provas que avaliam diferentes construtos: a) habilidades motoras finas (DM), b) inteligência fluida (FLUID) e c) memória de trabalho (MEMO). A correlação estimada entre o tempo de resposta (TR) e MEMO foi alta e negativa, consistente com o que é proposto pela teoria das funções executivas. MEMO e TR predizem de forma relevante FLUID e DM. MEMO, apresenta relações diretas e altas com ambos os construtos endógenos em Química e Biologia. TR exibe relação com FLUID e DM nas duas disciplinas. Para ambas as matérias, a relação entre TR e FLUID é inversa. A relação entre TR e DM é positiva e de grande magnitude. Diferenças entre os modelos estimados para ambas as disciplinas ocorrem nas relações que predizem o desempenho em Biologia ou Química, sendo o MEMO um preditor importante para ambas as disciplinas. As DMs não evidenciam nenhum poder preditivo relevante. A FLUID mostrou relação com Química, mas praticamente nenhuma com Biologia. Esses resultados fornecem evidências a favor do uso de provas que avaliam MEMO e FLUID para a seleção de estudantes em MQC e DAL. Não foi gerada evidência sobre a relevância da DM como preditor do desempenho acadêmico universitário.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[adultos jóvenes]]></kwd>
<kwd lng="es"><![CDATA[memoria de trabajo]]></kwd>
<kwd lng="es"><![CDATA[inteligencia fluida]]></kwd>
<kwd lng="es"><![CDATA[destrezas motoras]]></kwd>
<kwd lng="es"><![CDATA[validez predictiva]]></kwd>
<kwd lng="es"><![CDATA[química]]></kwd>
<kwd lng="es"><![CDATA[biología]]></kwd>
<kwd lng="es"><![CDATA[STEM]]></kwd>
<kwd lng="en"><![CDATA[young adults]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
<kwd lng="en"><![CDATA[fluid intelligence]]></kwd>
<kwd lng="en"><![CDATA[motor skills]]></kwd>
<kwd lng="en"><![CDATA[predictive validity]]></kwd>
<kwd lng="en"><![CDATA[chemistry]]></kwd>
<kwd lng="en"><![CDATA[biology]]></kwd>
<kwd lng="en"><![CDATA[STEM]]></kwd>
<kwd lng="pt"><![CDATA[adultos jovens]]></kwd>
<kwd lng="pt"><![CDATA[memória de trabalho]]></kwd>
<kwd lng="pt"><![CDATA[inteligência fluida]]></kwd>
<kwd lng="pt"><![CDATA[destrezas motoras]]></kwd>
<kwd lng="pt"><![CDATA[validade preditiva]]></kwd>
<kwd lng="pt"><![CDATA[química]]></kwd>
<kwd lng="pt"><![CDATA[biologia]]></kwd>
<kwd lng="pt"><![CDATA[STEM]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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