<?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>1794-4449</journal-id>
<journal-title><![CDATA[Revista Lasallista de Investigación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Lasallista Investig.]]></abbrev-journal-title>
<issn>1794-4449</issn>
<publisher>
<publisher-name><![CDATA[Corporación Universitaria Lasallista]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-44492023000200044</article-id>
<article-id pub-id-type="doi">10.22507/rli.v20n2a3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitudes hacia la estadística de estudiantes que cursan carreras de administración pública]]></article-title>
<article-title xml:lang="en"><![CDATA[Attitudes towards the statistics of students in public administration careers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atitudes perante as estatísticas dos alunos nas carreiras da administração pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina-Beltrán]]></surname>
<given-names><![CDATA[David Julián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[Oscar Jardey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera-González]]></surname>
<given-names><![CDATA[Luis Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela Superior de Administración Pública  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Nariño  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escuela Superior de Administración Pública  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>44</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-44492023000200044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-44492023000200044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-44492023000200044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: la didáctica de la estadística es un campo reciente en el que se circunscriben las actitudes de los estudiantes.  Objetivo: identificar las actitudes emergentes hacia la estadística de los estudiantes que cursan carreras de administración pública en la Escuela Superior de Administración Pública, en Colombia. En las comunidades científicas no existe un consenso en cuanto a la definición de noción de actitud; sin pretender ser totalitaristas, se asume como punto de partida la actitud hacia la estadística, como aquello que hace que la persona tenga una predisposición para asumir las actividades propias de su interacción.  Materiales y métodos: el estudio es descriptivo y exploratorio, apoyado en el análisis de componentes principales. El inventario Actitudes hacia la estadística, ha sido previamente utilizado en contextos propios de la educación superior en Argentina.  Resultados: la muestra del estudio fue incidental y no probabilística. Los supuestos estadísticos corresponden a la medida Kaiser-Meyer-Olkin de adecuación de muestreo 0,749. Los resultados identifican tres actitudes emergentes hacia la estadística (epistemología y didáctica de la estadística, resolución de problemas y valor de la tarea y utilidad) con una fiabilidad que oscila entre 0,855 y 0,889 y que explica el 78,445 % de la varianza.  Conclusiones: para la población en estudio, se identifica una actitud favorable frente al estudio e implicación de la estadística en su formación profesional. Adicionalmente, para su aprendizaje, el estudiantado se identifica preferiblemente con la interacción a través de estudios de casos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: the didactics of statistics in which the attitudes of the students are circumscribed is a recent field.  Objective: to identify the emerging attitudes towards statistics of students who are studying public administration careers, at the Superior School of Public Administration, in Colombia. In the scientific communities there is no consensus regarding the notion of attitude, without pretending to be totalitarian, the attitude towards statistics is assumed as a starting point, as what makes the person have a predisposition to assume the activities of their interaction.  Materials and methods: the study is descriptive and exploratory, supported by principal component analysis. The inventory "Attitudes Towards Statistics", which has been previously used in contexts of higher education in Argentina.  Results: the study sample was incidental and not probabilistic. The statistical assumptions correspond to the Kaiser-Meyer-Olkin Measure of Sampling Adequacy 0.749. The results identify three emerging attitudes (epistemology and didactics of statistics, problem solving and task value and utility) towards statistics, with a reliability that ranges between 0.855 and 0.889 and that explains 78.445 % of the variance.  Conclusions: for the study population, a favorable attitude towards the study and the involvement of statistics in their professional training are identified. Additionally, for their learning, the student body preferably identifies with the interaction through case studies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: a didática da estatística na qual se circunscrevem as atitudes dos alunos é um campo recente.  Objetivo: identificar as atitudes emergentes em relação às estatísticas dos alunos que estão cursando carreiras de administração pública, na Escola Superior de Administração Pública, na Colômbia. Nas comunidades científicas não existe consenso quanto à noção de atitude, sem pretensões totalitárias, assume-se como ponto de partida a atitude face às estatísticas, como o que faz com que a pessoa tenha uma predisposição para assumir as atividades da sua interação.  Materiais e métodos: o estudo é descritivo e exploratório, apoiado na análise de componentes principais. O inventário "Atitudes em relação às estatísticas", que já foi utilizado anteriormente em contextos de educação superior na Argentina.  Resultados: a amostra do estudo foi incidental e não probabilística. Os pressupostos estatísticos correspondem à Medida Kaiser-Meyer-Olkin de Adequação da Amostragem 0,749. Os resultados identificam três atitudes emergentes (epistemologia e didática da estatística, resolução de problemas e valor e utilidade da tarefa) em relação à estatística, com uma confiabilidade que varia entre 0,855 e 0,889 e que explica 78,445 % da variância.  Conclusões: para a população estudada, identifica-se uma atitude favorável ao estudo e o envolvimento da estatística em sua formação profissional. Além disso, para seu aprendizado, o corpo discente se identifica preferencialmente com a interação por meio de estudos de caso.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[didáctica de la estadística]]></kwd>
<kwd lng="es"><![CDATA[actitudes hacia la estadística]]></kwd>
<kwd lng="es"><![CDATA[utilidad de la estadística]]></kwd>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
<kwd lng="en"><![CDATA[didactics of statistics]]></kwd>
<kwd lng="en"><![CDATA[attitudes towards statistics]]></kwd>
<kwd lng="en"><![CDATA[usefulness of statistics]]></kwd>
<kwd lng="en"><![CDATA[professional training]]></kwd>
<kwd lng="pt"><![CDATA[didática da estatística]]></kwd>
<kwd lng="pt"><![CDATA[atitudes perante a estatística]]></kwd>
<kwd lng="pt"><![CDATA[utilidade da estatística]]></kwd>
<kwd lng="pt"><![CDATA[formação profissional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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