<?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>0124-0137</journal-id>
<journal-title><![CDATA[Psicogente]]></journal-title>
<abbrev-journal-title><![CDATA[Psicogente]]></abbrev-journal-title>
<issn>0124-0137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Simón Bolívar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-01372021000200106</article-id>
<article-id pub-id-type="doi">10.17081/psico.24.46.4492</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creatividad y enfoques de aprendizaje en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Creativity and learning approaches in college students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freiberg-Hoffmann]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vigh]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Liporace]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>46</numero>
<fpage>106</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-01372021000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-01372021000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-01372021000200106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Mejorar el aprendizaje de los estudiantes y adaptarlo a las demandas del mercado laboral actual es un tema de gran interés planteado por distintos organismos internacionales. Se busca así que los alumnos alcancen un aprendizaje profundo de los contenidos académicos y que a su vez desarrollen su capacidad creativa para la resolución de problemas.  Objetivo:  Analizar los enfoques de aprendizaje -Profundo y Superficial- y la creatividad -proceso creativo y personalidad creativa- en estudiantes universitarios según variables sociodemográficas y académicas.  Método:  Se empleó un diseño no experimental y transversal. Se respondió a un objetivo de diferencias entre grupos y a otro explicativo. Participaron 301 estudiantes universitarios de Psicología (51 %) e Ingeniería (49 %).  Resultados:  Se registraron diferencias significativas en los enfoques profundo y superficial: el primero a favor de las mujeres, y el segundo favorable a los varones. En relación con la creatividad, se observó una diferencia significativa en la personalidad creativa a favor de los varones, y del proceso creativo a favor de los estudiantes de Psicología. Por otra parte, el rendimiento académico fue explicado negativamente por el enfoque Superficial (&#946;=-0,276) y positivamente, por el proceso creativo (&#946;=0,185).  Conclusiones:  Para mejorar el rendimiento académico se necesita aplicar estrategias de enseñanza y evaluación que desestimulen el aprendizaje Superficial y promuevan el proceso creativo en los estudiantes. Los cambios en las prácticas educativas deberán, además, enfocarse en mejorar el aprendizaje Profundo y la creatividad para ajustar el perfil profesional de habilidades de los egresados al requerido actualmente por el ámbito laboral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: International organizations have drawn attention to the idea of adapting learning to fit the graduates&#8217; skills and competences to the current requirements of labor market. Therefore, reaching a deep learning of academic contents along with developing creative ability for problem solving emerges as a desirable goal to be reached.  Objective:  The study was aimed at analyzing the Deep and Surface learning approaches as well as creativity -comprising the creative process and the creative personality- by socio-demographic and academic variables in college students.  Method:  A non-experimental and cross-sectional design was conducted, entailing two studies: a group differences one and another, explanatory. The sample was composed of 301 college students attending two majors -Psychology (51 %) and Engineering (49 %).  Results:  Significant differences in the use of learning approaches were found; women used the Deep approach more often whereas men chose the Surface approach. As for creativity, men showed statistically significant differences in creative personality over women. The creative process arose more often in Psychology students when compared with Engineering undergraduates, with significant p-values. Academic Perfomance was negatively explained by the Surface approach (&#946;=-0,276) and positively, by the creative process (&#946;=0,185).  Conclusions:  Boosting Academic Perfomance requires a major adjustment in teaching and evaluation methods. They should be aimed at discouraging the use of the Surface approach whilst promoting the occurrence of creative processes in students. Moreover, such changes in educational practices should be focused on improving Deep learning and creativity in order to make the graduates&#8217; skills more suitable for current labor market requirements.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[proceso creativo]]></kwd>
<kwd lng="es"><![CDATA[personalidad creativa]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
<kwd lng="en"><![CDATA[creative process]]></kwd>
<kwd lng="en"><![CDATA[creative personality]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[academic success]]></kwd>
</kwd-group>
</article-meta>
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