<?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>0120-0534</journal-id>
<journal-title><![CDATA[Revista Latinoamericana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[rev.latinoam.psicol.]]></abbrev-journal-title>
<issn>0120-0534</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-05342019000200196</article-id>
<article-id pub-id-type="doi">10.14349/rlp.2019.v51.n2.6</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Adaptation and Validation of the Economic and Financial Literacy Test for Chilean secondary students]]></article-title>
<article-title xml:lang="es"><![CDATA[Adaptación y validación del Test de Alfabetización Económica y Financiera en estudiantes secundarios chilenos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Denegri-Coria]]></surname>
<given-names><![CDATA[Marianela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Concha-Salgado]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda-Aravena]]></surname>
<given-names><![CDATA[Jocelyne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Frontera Centro de Excelencia en Psicología y del Consumo, Núcleo en Ciencias Sociales y Humanidades ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Frontera Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>51</volume>
<numero>2</numero>
<fpage>196</fpage>
<lpage>205</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-05342019000200196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-05342019000200196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-05342019000200196&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of the analysis of psychometric properties of the Economic and Financial Literacy Test (TAEF-E) after its application in 811 high school students from nine educational establishments in the cities of Santiago (48.6%) and Temuco (51.4%) and whose sample had a 52.5% participation of women. For the study, three scales were applied: TAEF-E, the Scale of Susceptibility to the influence of peers in consumption and the Attitude Scale towards materialism for adolescents, managing to demonstrate optimal levels of internal consistency, adequate factor validity with a one-dimensional structure and significant correlations with sociodemographic and attitudinal variables, which allow to ratify as a whole, the validity and reliability of TAEF-E as an instrument to measure economic and financial literacy in secondary school students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados del análisis de propiedades psicométricas del Test de Alfabetización Económica y Financiera (TAEF-E) tras su aplicación en 811 estudiantes de secundaria de nueve establecimientos educativos de las ciudades de Santiago (48.6%) y Temuco (51.4%) y cuya muestra tuvo una participación del 52.5% de mujeres. Para el estudio, se aplicaron tres escalas: El TAEF-E, la Escala de Susceptibilidad a la influencia de los pares en el consumo y la Escala de Actitud hacia el materialismo para adolescentes, logrando demostrar niveles óptimos de consistencia interna, adecuada validez factorial con una estructura unidimensional y correlaciones significativas con variables sociodemográficas y actitudinales, que permiten ratificar en su conjunto, la validez y confiabilidad del TAEF-E como instrumento para medir la alfabetización económica y financiera en estudiantes de secundaria.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Economic Literacy]]></kwd>
<kwd lng="en"><![CDATA[Financial Reasoning]]></kwd>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
<kwd lng="en"><![CDATA[Validity]]></kwd>
<kwd lng="en"><![CDATA[Reliability]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización económica]]></kwd>
<kwd lng="es"><![CDATA[razonamiento financiero]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[validez]]></kwd>
<kwd lng="es"><![CDATA[confiabilidad]]></kwd>
</kwd-group>
</article-meta>
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