Browsing by Author "Manzi, Jorge"
Now showing 1 - 10 of 10
Results Per Page
Sort Options
- ItemEl rol de los docentes en el aprendizaje socioemocional de sus estudiantes: La perspectiva del apego escolar(CEPPE, 2016) Berger Silva, Christian; Alamos Valenzuela, Pilar María; Milicic, Neva; Manzi, Jorge; García, María Rosa
- ItemInterparty attitudes in chile: Coalitions as superordinate social identities(BLACKWELL PUBLISHING, 2008) Gonzalez, Roberto; Manzi, Jorge; Saiz, Jose L.; Brewer, Marilynn; de Tezanos Pinto, Pablo; Torres, David; Aravena, Maria Teresa; Aldunate, NereaThis paper reports a survey (N = 1,465) conducted in Chile that was conceived to understand the role of coalition identification as an important sociopsychological mechanism for promoting positive affects toward own-coalition party members in a multiparty system, above and beyond interparty political differences. Participants judged their own political party, parties within coalitions (fellow coalition members and opposing parties), and political coalitions as a whole on affective dimensions (trust, liking, and admiration). The results provide substantial support for the five hypotheses addressed in the study. Overall, perceived interparty distance and political identity threat had a negative impact on affect toward coalition party members. Above and beyond these effects, identification with the coalition positively predicted affect toward allies. Ingroup party affect was positively correlated with affect toward own-coalition party members and own coalition as a whole, but was not negatively associated with affect toward opposing-coalition parties. Moreover, the relationship between own-party affect and affect toward own-coalition party members was mediated by affect toward own coalition. Overall, evidence for the benefits of promoting coalition identification in a multiparty system is provided and discussed alongside the limitations and practical implications derived from the study.
- ItemOn positive psychological outcomes: What helps groups with a history of conflict to forgive and reconcile with each other?(SAGE PUBLICATIONS INC, 2008) Noor, Masi; Brown, Rupert; Gonzalez, Roberto; Manzi, Jorge; Lewis, Christopher AlanThree studies examined the roles of traditional and novel social psychological variables involved in intergroup forgiveness. Study 1 ( N = 480) revealed that among the pro-Pinochet and the anti-Pinochet groups in Chile, forgiveness was predicted by ingroup identity ( negatively), common ingroup identity ( positively), empathy and trust ( positively), and competitive victimhood ( the subjective sense of having suffered more than the outgroup, negatively). Political ideology ( Right vs. Left) moderated the relationship between empathy and forgiveness, trust and forgiveness, and between the latter and competitive victimhood. Study 2 ( N = 309), set in the Northern Irish conflict between Protestants and Catholics, provided a replication and extension of Study 1. Finally, Study 3 ( N = 155/ 108) examined the longitudinal relationship between forgiveness and reconciliation in Northern Ireland, revealing that forgiveness predicted reconciliation intentions. The reverse direction of this relationship was also marginally significant. Results are discussed in terms of their theoretical and practical implications.
- ItemOn the relation between social class and prejudice: The roles of education, income, and ideological attitudes(2013) Carvacho, Hector; Zick, Andreas; Haye, Andres; Gonzalez, Roberto; Manzi, Jorge; Kocik, Caroline; Bertl, MelaniePrejudice is more prevalent among members of the working class than among members of the middle or upper class. It is still a matter of discussion whether education works to suppress prejudice among upper class members or, on the contrary, to enhance genuinely tolerant attitudes. We propose that (i) two indicators of social classincome and educationindependently predict prejudice toward multiple targets as follows: lower levels of income and education are associated with higher levels of prejudice. (ii) The connection between social class and prejudice is explained by the endorsement of system-legitimating ideological attitudes, namely right-wing authoritarianism (RWA) and social dominance orientation (SDO). We tested these hypotheses in four studies using cross-sectional surveys in Europe (Studies 1 and 2, Ns=11330 and 2640) and longitudinal data from Germany and Chile (Studies 3 and 4, Ns=343 and 388). Results show that education and income exert independent negative effects on prejudice. The effect of education is stronger than the effect of income, which is not stable across countries. The relationships between income and prejudice and education and prejudice are mediated by RWA and SDO. We conclude that people of the working class generally endorse an ideological configuration that is well suited for legitimating the social system. Copyright (c) 2013 John Wiley & Sons, Ltd.
- ItemEl pasado que nos pesa: la memoria colectiva del 11 de septiembre de 1973(2003) Manzi, Jorge; Helsper, Ellen; Ruiz, Soledad; Krause, Mariane; Kronmuller, EdmundoEl presente artículo muestra los resultados de una encuesta de opinión pública acerca del 11 de septiembre de 1973 y el Régimen Militar, aplicada a 792 personas de la Región Metropolitana. La muestra contempló participantes de distintas orientaciones ideológicas y de tres generaciones políticas: quienes cumplieron 18 años antes de 1973, los que lo hicieron entre 1974 y 1989, y los que llegaron a esa edad a partir de 1990. Los resultados confirman que se trata de una fecha que posee importancia subjetiva para la mayoría de las personas. Los análisis revelaron que las diferencias generacionales son relativamente menores. La posición ideológica subsiste como un factor fuertemente diferenciador del recuerdo que se tiene sobre este período de la historia chilena, aunque también se constataron convergencias inesperadas entre personas de distintas posiciones
- ItemPsychometric Properties of the Spanish-language Version of the Interpersonal Mindfulness in Parenting (IM-P) Scale among Mothers of Preschool Children in Chile(2022) Corthorn, Carolina; Duncan, Larissa G.; Manzi, Jorge; Pedrero, VictorThe Interpersonal Mindfulness in Parenting (IM-P) scale is one of the first measures that specifically assesses mindful parenting, a specific application of mindfulness, that has been defined as paying attention to your child and parenting in a particular way, intentionally, in the present moment, and non-judgmentally. Psychometric properties of a Spanish-language version of the IM-P scale were examined in a sample of 111 mothers of preschool-age children living in Santiago, Chile. The original IM-P model with five factors and 31 items showed indicators of goodness of fit within acceptable ranges, however two items presented extremely low factor loadings that suggest a lack of fit to the model. Also, there was a high correlation between two factors which were theoretical and conceptually very related: Compassion for the self and child and Non-judgmental Acceptance of the self and child. Therefore, it was considered appropriate to test a new four-factor model in which these two factors were merged into one, and items loading low in the previous model were eliminated. This new model showed a slightly better fit than the five-factor model. The resultant four-factor version and its subscales showed good internal consistencies. Construct validity of the IM-P scale was investigated by calculating correlations with general mindfulness (Five Facet Mindfulness Questionnaire, FFMQ). As expected, a significant positive correlation was found between the two measures (r=0.73, p<0.01), and among almost all subscales. In general, the results present sound psychometric properties of the Spanish translation of the IM-P in Chilean mothers of preschool children.
- ItemReconociendo el mérito docente: Programa de Acreditación de Excelencia Pedagógica 2002-2014(Pontificia Universidad Católica de Chile, 2015) Pontifica universidad catolica de chile; Rodríguez, Beatriz; Manzi, Jorge; Peirano, Claudia; Bravo, David; Gonzalez Gutierrez RobertoEl libro hace un recorrido temático que permite dar cuenta de la génesis del Programa de Acreditación de Excelencia Pedagógica, su relación con otras políticas docentes, la metodología con la cual se aborda la evaluación, los principales resultados hasta el año 2012 y las proyecciones en el nuevo escenario político y social en Chile. Se estructura en siete capítulos, además de una sección inal de conclusiones.
- ItemThe Contribution of Religiosity to Ideology: Empirical Evidences From Five Continents(2018) Caprara, Gian Vittorio; Vecchione, Michele; Schwartz, Shalom H.; Schoen, Harald; Bain, Paul G.; Silvester, Jo; Cieciuch, Jan; Pavlopoulos, Vassilis; Bianchi, Gabriel; Kirmanoglu, Hasan; Baslevent, Cem; Mamali, Catalin; Manzi, Jorge; Katayama, Miyuki; Posnova, Tetyana; Tabernero, Carmen; Torres, Claudio; Verkasalo, Markku; Lonnqvist, Jan-Erik; Vondrakova, Eva; Giovanna Caprara, MariaThe current study examines the extent to which religiosity account for ideological orientations in 16 countries from five continents (Australia, Brazil, Chile, Germany, Greece, Finland, Israel, Italy, Japan, Poland, Slovakia, Spain, Turkey, Ukraine, the United Kingdom, and the United States). Results showed that religiosity was consistently related to right and conservative ideologies in all countries, except Australia. This relation held across different religions, and did not vary across participant's demographic conditions (i.e., gender, age, income, and education). After controlling for basic personal values, the contribution of religiosity on ideology was still significant. However, the effect was substantial only in countries where religion has played a prominent role in the public sphere, such as Spain, Poland, Greece, Italy, Slovakia, and Turkey. In the other countries, the unique contribution of religiosity was marginal or small.
- ItemTheory underlying a national teacher evaluation program(PERGAMON-ELSEVIER SCIENCE LTD, 2010) Taut, Sandy; Santelices, Veronica; Araya, Carolina; Manzi, JorgeThe paper describes a study conducted to explicate the multiple theories underlying Chile's national teacher evaluation program. These theories will serve as the basis for evaluating the intended consequences of this evaluation system, while not losing sight of emerging unintended consequences. We first analyzed legal and policy documents and then interviewed fourteen representatives of the four stakeholder groups involved in the program's design and implementation, in order to gain insight into their respective conceptions of the program's functioning and intended effects. The results show that, as to be expected and despite the long and difficult negotiation process that preceded implementation of this program, multiple political stakeholders still view the program's intended effects differently. However, there was substantial overlap regarding a number of intended effects, such as building the capacity of, and triggering change in, teachers with shortcomings, and informing the selection of new teachers and facilitating the exit of unsatisfactory teachers from the system. It was difficult to get interviewees to talk about how exactly these intended effects are supposed to be achieved. The paper draws conclusions regarding theory elaboration process involving multiple stakeholders in a highly political context. (C) 2010 Elsevier Ltd. All rights reserved.
- ItemWhen social movements fail or succeed: social psychological consequences of a collective action's outcome(SPRINGER INTERNATIONAL PUBLISHING AG, 2023) Carvacho, Hector; Gonzalez, Roberto; Cheyre, Manuel; Rocha, Carolina; Cornejo, Marcela; Jimenez-Moya, Gloria; Manzi, Jorge; Alvarez-Dezerega, Catalina; Alvarez, Belen; Castro, Diego; Varela, Micaela; Valdenegro, Daniel; Drury, John; Livingstone, AndrewCollective actions occur all around the world and, in the last few years, even more frequently. Previous literature has mainly focused on the antecedents of collective actions, but less attention has been given to the consequences of participating in collective action. Moreover, it is still an open question how the consequences of collective action might differ, depending on whether the actions are perceived to succeed or fail. In two studies we seek to address this gap using innovative experimental studies. In Study 1 (N = 368) we manipulated the perceptions of success and failure of a collective action in the context of a real social movement, the Chilean student movement from last decade. In Study 2 (N = 169), in addition to manipulating the outcome, we manipulated actual participation, using a mock environmental organization aiming to create awareness in authorities, to test the causal effect of both participation and success/failure on empowerment, group efficacy, and intentions of future involvement in normative and non-normative collective actions. Results show that current and past participation predict overall participation in the future, however, in Study 2 the manipulated participation was associated with having less intentions of participating in the future. In both studies, perception of success increases group efficacy. In Study 1, we found that when facing failure, participants increase their willingness to participate more in the future as opposed to non-participants that actually decrease theirs. In Study 2, however, failure increases the perception of efficacy for those with a history of non-normative participation. Altogether these results highlight the moderating role of the outcome of collective action to understand the effect of participation on future participation. We discuss these results in light of the methodological innovation and the real world setting in which our studies were conducted.