Curious Girls, Innovative Women: Unraveling the Role of Epistemic Curiosity and School Engagement as Catalysts in Innovative Potential

1.Analyze the relationship between Epistemic Curiosity and the Innovative Potential of 4th- to 6th- grade students attending public primary schools in contexts of vulnerability (due to socioeconomic status, indigenous background, or reparatory status) in different regions of Peru, as well as the moderating role of School Engagement. 2.Compare the life stories of Peruvian women innovators with the Implicit Theories About Curious Girls held by 4th- to 6th- grade students attending public primary schools, living in contexts of vulnerability (due to socioeconomic status, indigenous background, or reparatory status) across different regions of Peru.