<?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>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382023000100001</article-id>
<article-id pub-id-type="doi">10.30545/academo.2023.ene-jun.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Learning Styles Type Indicator: una adaptación para estudiantes medios y universitarios argentinos]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Styles Type Indicator: its adaptation for Argentinian high school and 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"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Liporace]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>01</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>01</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>12</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382023000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se presenta un artículo instrumental que busca adaptar una herramienta para evaluar los estilos de aprendizaje vinculados a la personalidad, en estudiantes de nivel medio y universitario. La evaluación integral de los estilos de aprendizaje incluye tres grupos de estilos: centrados en la personalidad, en el procesamiento de la información y en el ambiente. En el ámbito local solo se dispone de instrumentos para evaluar los dos últimos tipos de estilos. El Learning Styles Type Indicator (LSTI) es una escala breve que mide estilos de aprendizaje vinculados a la personalidad de los estudiantes (Extroversión-Introversión, Sensación-Intuición, Pensamiento-Sentimiento, Juicio-Percepción). El estudio consistió en la adaptación lingüística, conceptual y psicométrica para su uso en estudiantes de nivel medio y universitario de Argentina. Para ello, se tradujo el instrumento del inglés al español y se realizó un análisis de validez de contenido. Luego, se analizó su estructura interna mediante un análisis factorial exploratorio que conservó ocho reactivos agrupados en dos factores (Extroversión-Introversión y Sensación-Intuición). El modelo se verificó a partir del cálculo de un análisis factorial confirmatorio, al igual que su equivalencia métrica según género y nivel educativo. Así, se obtuvo una versión breve para evaluar dos estilos de aprendizaje asociados a la personalidad de estudiantes de nivel medio y universitario en el medio local.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT An instrumental article is presented that seeks to adapt a tool to assess learning styles linked to personality, in high school and university students. Learning approaches&#8217; multi-focused assessment encompasses three groups of styles regarding personality, information processing, and the environment. Scales measuring the information processing and the environment-related styles are currently available in the local market. The Learning Styles Type Indicator (LSTI) is a brief scale that assesses learning approaches related to students&#8217; personality (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, Judging-Perceiving). The study aimed at developing a linguistic, conceptual, and psychometric adaptation of the scale in order to use it in high school and college Argentinian students. To do so, the scale&#8217;s translation from English to Spanish was completed followed by a content validity evidences study. An exploratory factor analysis was carried out in order to analyse the scale&#8217;s internal structure. Eight items, grouped into two factors (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, Judging-Perceiving), were retained. A confirmatory factor analysis verified the model extracted in the previous step. Moreover, the model&#8217;s metric equivalence was tested and verified by gender and educational level. Thereby, the resulting version enables the brief assessment of two learning approaches linked to high school and college students&#8217; personality.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[personalidad]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[psicometría]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="en"><![CDATA[Learning styles]]></kwd>
<kwd lng="en"><![CDATA[personality]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[psychometrics]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
</kwd-group>
</article-meta>
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