Browsing by Author "González Gutiérrez, Roberto"

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    Attributions and helping: the mediator role of empathy and social responsibility
    (2021) Lay Martinez, Siugmin Paz; González Gutiérrez, Roberto; Zagefka, Hanna
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    Constructive non-conformity for eco-social change: a conceptual framework and application to organic waste management in Chile
    (2025) Amo Grez, Claudia Oriana; González Gutiérrez, Roberto; Pontificia Universidad Católica de Chile. Escuela de Psicología
    The current eco-social crisis demands deep societal transformation, including changes in unsustainable social norms. While efforts to promote pro-environmental actions have often focused on encouraging conformity to new sustainable practices, less attention has been paid to what drives individuals to question or resist socially normalized but detrimental practices. This thesis explores constructive non-conformity as a meaningful and underexamined form of engagement in sustainability transitions. Constructive non-conformity refers to behaviours through which individuals challenge prevailing social norms—not from social detachment, disloyalty, or disregard for their community, but from a sense of care, responsibility, and commitment to the common good.The thesis pursued two main goals. The first was to lay the conceptual groundwork for studying constructive non-conformity in eco-social contexts—a phenomenon largely undertheorized and underexplored in the psychological literature. A critical review of the literature identified three core dimensions: (1) social identity, or one’s sense of belonging to a group; (2) normative conflict, defined as the internal tension individuals experience when they perceive group norms as problematic; and (3) moral motivations, including one’s self-perception as a moral agent and moral convictions regarding specific issues.The second goal was to use this framework to investigate constructive non-conformity in a real-world issue: the unsustainable practices of organic waste management (OWM) in Chile. Although approximately half of household waste is organic, it is still poorly managed. While the issue has entered public and policy agendas in Chile, efforts toward broad implementation are still underway, and unsustainable practices continue to prevail.To study what motivated people to question this situation, the thesis introduced the Normative Conflict Scale—a six-item instrument designed to assess how strongly individuals experience conflict or discomfort in relation to their community’s social norms (i.e., current national or municipal OWM practices). The first study (N = 295) provided evidence of the scale’s internal consistency and unidimensional structure. The second study (N = 330) offered evidence supporting the scale’s sensitivity to variations in normative conflict through an experimental design.This tool allowed for the examination of how normative conflict, social identification, and moral motivation shaped individuals’ willingness to change OWM practices. Findings showed that when people reported high discomfort with the current state of OWM—i.e., high normative conflict—they were more willing to engage in actions promoting change, regardless of their socio-territorial identification. In contrast, when they reported moderate levels of normative conflict, stronger identification with national or municipal communities became a significant predictor of people’s willingness to engage, through its connection with moral drivers. These results suggest two motivational pathways for constructive non-conformity: one grounded in experienced conflict with the norm, and another in identification-based moral engagement.By offering both a conceptual and empirical contribution, this thesis expands the tools for understanding and fostering citizen engagement in sustainability transformations. It highlights the importance of not only promoting new behaviours but also enabling people to critically assess and challenge normalized unsustainable practices. As such, this thesis offers valuable insights for researchers, practitioners, and policymakers working to build more sustainable futures.
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    Don't forget the group! The importance of social norms and empathy for shaping donation behaviour
    (2020) Lay Martínez, Siugmin Paz; Hanna Zagefka; González Gutiérrez, Roberto; Belén Álvarez; Daniel Valdenegro
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    Effects of ingroup norms on domain-specific acculturation preferences : experimental evidence from two cultural contexts
    (2015) Tip, Linda K.; González Gutiérrez, Roberto; Brown, Rupert; De Tezanos Pinto Correa, Pablo Andrés; Saavedra, Patricio; Sagredo, Viviana; Zagefka, Hanna; Celeste, Laura
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    Emergent social identity and observing social support predict social support provided by survivors in a disaster: Solidarity in the 2010 Chile earthquake
    (2016) Drury, John; Brown, Rupert; González Gutiérrez, Roberto; Miranda Fuenzalida, Daniel Andrés
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    Evaluación del proceso de implementacion del piloto de un programa educativo orientado a promover vínculos o amistades intergrupales entre estudiantes mapuches y chilenos no indígenas
    (2016) Gómez Oyarzo, Angélica Paz; González Gutiérrez, Roberto; Pontificia Universidad Católica de Chile. Facultad de Educación
    El Proyecto de Magíster tuvo por objetivo evaluar el proceso de implementación del piloto de un programa educativo orientado a promover vínculos o amistades intergrupales entre estudiantes mapuche y chilenos no indígenas. Para evaluar la implementación del piloto –cuyo diseño fue construido en torno a Objetivos de Aprendizaje Transversales contenidos en las Bases Curriculares que fueron planificadas para comenzar a implementarse a partir del 2016 ̶ se utilizaron los procedimientos de revisión y análisis documental, observación no participante y entrevista semiestructurada. Los resultados del estudio, obtenidos a partir de un caso específico, arrojaron lo siguiente: las dimensiones que permitieron llevar a cabo la evaluación curricular fueron tiempo, recursos, monitoreo y clima; hubo una correspondencia parcial entre el diseño y el proceso de implementación ejecutado por la docente; la mayoría de sus decisiones resultaron enriquecedoras, pero afectaron de cierta forma el proceso de implementación; y gran parte de sus percepciones respecto al diseño fueron positivas. La información recolectada permitió, finalmente, elaborar un conjunto de recomendaciones necesarias para la mejora del diseño definitivo del programa.
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    Identidad Social y Emociones Intergrupales: antecedentes de las Actitudes de Perdón y Reparación Política en Chile
    (2013) González Gutiérrez, Roberto; Manzi Astudillo, Jorge; Noor, Masi
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    Indigenous Rights in Chile: National Identity and Majority Group Support for Multicultural Policies
    (2011) Pehrson, S.; González Gutiérrez, Roberto; Brown, R.
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    Our Country Needs a Strong Leader Right Now : Economic Inequality Enhances the Wish for a Strong Leader
    (2019) Sprong, S.; Jetten, J.; Wang, Z.; Peters, K.; Mols, F.; Verkuyten, M.; Bastian, B.; Ariyanto, A.; Autin, F.; González Gutiérrez, Roberto; Ayub, N.; Badea, C.; Besta, T.; Butera, F.; Costa-Lopes, R.; Cui, L.J.; Fantini, C.; Finchilescu, G.; Gaertner, L.|Gollwitzer, M.; Gomez, A.
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    Promoting Positive Attitudes Toward People With Down Syndrome: The Benefit of School Inclusion Programs
    (BLACKWELL PUBLISHING, 2008) Sirlopu Diaz, David Ricardo; González Gutiérrez, Roberto; Bohner, Gerd; Siebler, Frank; Ordoñez Pizarro, María Gabriela; Millar Deuma, David Andres; Torres Irribarra, David Esteban; De Tezanos Pinto, Correa Pablo Andrés
    The effects of school inclusion programs on male and female nondisabled students' stereotypes and attitudes toward people with Down syndrome were studied. Nondisabled students (11-15 years of age) from schools with and without inclusion programs reported positive and negative attitudes toward people with Down syndrome. As hypothesized, girls and students attending schools with inclusion programs showed more favorable attitudes toward people with Down syndrome than did boys and students attending schools without inclusion programs, respectively. Interaction effects of school system and sex of participant suggest that boys' attitudes, in particular, benefit from inclusive schooling. The study provides evidence for the effectiveness of inclusion programs in ameliorating prejudice and intergroup anxiety; and in promoting positive attitudes, affect, and trust.
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    Prosocial behavior predicting civic engagement: Evidence from longitudinal data
    (2020) Lay Martinez, Siugmin Paz; Cheyre, Manuel; Engstrom, Richard N.; González Gutiérrez, Roberto; Luengo Kanacri, Bernadette Paula; Varela O'Reilly, Micaela
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    Regaining In-Group Continuity in Times of Anxiety About the Group's Future A Study on the Role of Collective Nostalgia Across 27 Countries
    (2018) Smeekes, A.; Jetten, J.; Verkuyten, M.; Wohl, M. J. A.; Jasinskaja-Lahti, I.; Ariyanto, A.; Autin, F.; Ayub, N.; Badea, C.; González Gutiérrez, Roberto; Besta, T.; Butera, F.; Costa-Lopes, R.; Cui, L. J.; Fantini, C.; Finchilescu, G.; Gaertner, L.; Gollwitzer, M.; Gómez, A.; Hong, Y. Y.; Jensen, D. H.; Karasawa, M.; Kessler, T.; Klein, O.; Lima, M.; Renvik, T. A.; Megevand, L; Morton, T.; Paladino, P.; Polya, T.; Ruza, A.; Shahrazad, W.; Sharma, S.; Teymoori, A.; Torres, A. R.; Van der Bles, A. M.
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    Social identities and conflict in Chile: the role of historical and political processes
    (Springer, 2016) Carvacho García, Héctor; González Gutiérrez, Roberto; Gerber, Mónica M.
    In this chapter, we seek to integrate historical and contextual perspectives with socio-psychological theories to better understand the development of social identities and conflicts in Chile. Specifically, we analyse across different contexts, ethnic identity, national identity in the context of immigration, political, gender and social class identities. We address the historical background that gave rise to status and power differences, the nature of these intergroup relations and the conflicts associated with the groups involved. We conclude by arguing that in order for a modern society to tackle the challenges imposed by multiculturalism and social diversity, historical and political processes need to be considered, in addition to the needs of belonging, distinctiveness and factors that might threaten social identities. Fostering opportunities to experience positive intergroup encounters, in which, groups can learn from each other and more importantly, can live in peace without feeling threatened by the presence of other groups is seen as crucial.
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    The intergenerational transmission of participation in collective action : The role of conversation and political practices in the family
    (2020) Cornejo Cancino, Marcela; Rocha Santa María, Carolina Alejandra; Castro Monreal, Diego Rafael; Varela O'Reilly, Micaela; Manzi Astudillo, Jorge; González Gutiérrez, Roberto; Jiménez Moya, Gloria; Carvacho García, Héctor; Álvarez, B.; Valdenegro, D.; Cheyre, M.; Livingstone, A. G.
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    With a little help from our friends : The impact of cross-group friendship on acculturation preferences
    (2019) Hassler, T.; González Gutiérrez, Roberto; Lay, S.; Lickel, B.; Zagefka, H.; Tropp, L. R.; Brown, R.; Manzi Astudillo, Jorge; García Bernardino, Michelle de