<?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>0121-4772</journal-id>
<journal-title><![CDATA[Cuadernos de Economía]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Econ.]]></abbrev-journal-title>
<issn>0121-4772</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-47722019000200493</article-id>
<article-id pub-id-type="doi">10.15446/cuad.econ.v38n77.68582</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿LAS COMPETENCIAS NO COGNITIVAS ACTÚAN COMO MEDIADORAS EN EL PROCESO DE ENSEÑANZA Y APRENDIZAJE? EVIDENCIA PARA ARGENTINA]]></article-title>
<article-title xml:lang="en"><![CDATA[Do non-cognitive skills act as mediators in the teaching and learning process? Evidence for Argentina]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les compétences non cognitives agissent-elles comme médiatrices dans le processus d'enseignement et d'apprentissage ? Evidence pour l'Argentine]]></article-title>
<article-title xml:lang="pt"><![CDATA[As competências não cognitivas atuam como mediadoras no processo de ensino e aprendizagem? Evidência para Argentina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Krüger]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Formichella]]></surname>
<given-names><![CDATA[María Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Sur Departamento de Economía ]]></institution>
<addr-line><![CDATA[Bahía Blanca ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Sur Departamento de Economía ]]></institution>
<addr-line><![CDATA[Bahía Blanca ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>38</volume>
<numero>77</numero>
<fpage>493</fpage>
<lpage>521</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-47722019000200493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-47722019000200493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-47722019000200493&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los procesos educativos pueden generar tanto resultados cognitivos -conocimiento y aptitudes- como no cognitivos -actitudes y expectativas-. Estos últimos han sido relegados en la literatura de la economía de la educación, a pesar de su relevancia en el desarrollo individual y social. El objetivo del trabajo es contrastar la hipótesis de que estas competencias actúan como mediadoras entre los tradicionales factores explicativos en la función de producción educativa y los logros cognitivos. Para ello, se estima un modelo de ecuaciones estructurales a partir de datos de PISA 2012 para Argentina. Los resultados muestran evidencia en favor de la hipótesis propuesta. JEL: I20, I21, I24, C31.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Educational processes may generate both cognitive -knowledge and skills- and non-cognitive -attitudes and expectations- results. The latter have been overlooked in the Economics of Education literature, despite their relevance in terms of individual and social development. The objective of this article is to test the hypothesis that these competencies act as mediators between the traditional explanatory factors included in the education production function and the cognitive outcomes. To do this, a Structural Equations Model (SEM) is estimated using PISA 2012 data for Argentina. Results favor the proposed hypothesis. JEL: I20, I21, I24, C31.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Les processus éducatifs peuvent générer tant des résultats cognitifs -connaissance et aptitudes- que non cognitifs -attitudes et expectatives-. Ces derniers ont été relégués dans les publications de l'économie de l'éducation, malgré leur importance dans le développement individuel et social. L'objectif de ce travail est de nuancer l'hypothèse selon laquelle ces compétences agissent comme des médiatrices entre les facteurs traditionnels explicatifs dans la fonction de production éducative et les résultats cognitifs. Pour cela, on considère un modèle d'équations structurelles à partir de données de PISA 2012 pour l'Argentine. Les résultats confirment l'hypothèse proposée. JEL: I20, I21, I24, C31.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os processos educativos podem gerar tanto resultados cognitivos -conhecimento e atitudes- como não cognitivos -atitudes e expectativas-. Estes últimos têm sido relegados na literatura da economia da educação, apesar de sua relevância no desenvolvimento individual e social. O objetivo do trabalho é contrastar a hipótese de que estas competências atuam como mediadoras entre os tradicionais fatores explicativos na função de produção educativa e as realizações cognitivas. Para isso, estima-se um modelo de equações estruturais a partir de dados de PISA 2012 para Argentina. Os resultados mostram evidência em favor da hipótese proposta. JEL: I20, I21, I24, C31.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[rendimiento educativo]]></kwd>
<kwd lng="es"><![CDATA[competencias no cognitivas]]></kwd>
<kwd lng="es"><![CDATA[modelo de ecuaciones estructurales (SEM)]]></kwd>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[Educational quality]]></kwd>
<kwd lng="en"><![CDATA[educational achievement]]></kwd>
<kwd lng="en"><![CDATA[non-cognitive competencies]]></kwd>
<kwd lng="en"><![CDATA[Structural Equations Model (SEM)]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="fr"><![CDATA[qualité éducative]]></kwd>
<kwd lng="fr"><![CDATA[rendement éducatif]]></kwd>
<kwd lng="fr"><![CDATA[compétences non cognitives]]></kwd>
<kwd lng="fr"><![CDATA[modèle d'équations structurelles (SEM)]]></kwd>
<kwd lng="fr"><![CDATA[PISA]]></kwd>
<kwd lng="pt"><![CDATA[qualidade educativa]]></kwd>
<kwd lng="pt"><![CDATA[rendimento educativo]]></kwd>
<kwd lng="pt"><![CDATA[competências não cognitivas]]></kwd>
<kwd lng="pt"><![CDATA[modelo de equações estruturais (SEM)]]></kwd>
<kwd lng="pt"><![CDATA[PISA]]></kwd>
</kwd-group>
</article-meta>
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