Álvarez, B., Jetten, J., Selvanathan, H.P., González, R., & Carvacho, H. (2024). Identifying different ‘types’ of participants in the Chilean Student movement: A latent transition analysis of Participation, Identity and Social Class. Political Psychology. 45(1), 151-173. https://doi.org/10.1111/pops.12918 

Easterbrook, M. J., Grigoryan, L., Smith, P. B., Koc, Y., Lun, V. M. C., Papastylianou, D., Torres, C., Efremova, M., Hassan, B., Abbas, A., al-Selim, H., Anderson, J., Cross, S. E., Delfino, G. I., Gamsakhurdia, V., Gavreliuc, A., Gavreliuc, D., Gul, P., Gunsoy, C., Hakobjanyan, A., Lay, S., Lopukhova, O., Hu, P., Sunar, D., Mendes Texeira, M. L., Tripodi, D., Diaz Rivera, P. E., Yuki, M., Ogusu, N., Kwantes, C. T., Diaz-Loving, R., Perez Floriano, L., Chaleeraktrakoon, T., & Chobthamkit, P. (2024). The Social Cure Properties of Groups Across Cultures: Groups Provide More Support but Have Stronger Norms and Are Less Curative in Relationally Immobile Societies. Social Psychological and Personality Science. https://doi.org/10.1177/19485506241230847 

Gobel, M. S., & Carvacho, H. (2024). The dynamic socioecological model of economic inequality and psychological tendencies: A cycle of mutual constitution. Social and Personality Psychology Compass, 18(1), e12875. https://doi.org/10.1111/spc3.12875 

González, R., Lay, S., Huck, J., & Dixon, J. (2024). The use of GNSS technology in smartphones to collect sensitive data on human mobility practices: Ethical challenges and potential solutions. American Psychologist, 79(1), 52–64. https://doi.org/10.1037/amp0001194 

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Bain, P. G., Bongiorno, R., Tinson, K., Heanue, A., Gómez, Á., Guan, Y., Lebedeva, N., Kashima, E., González, R., Chen, S. X., Blumen, S., & Kashima, Y. (2023). Worldviews about change: Their structure and their implications for understanding responses to sustainability, technology, and political change. Asian Journal of Social Psychology, 26(4), 504-535. https://doi.org/10.1111/ajsp.12574 

Bracht, E., Monzani, L., Boer, D., Haslam, A., Kerschreiter, R., Lemoine, J., Steffens, N., Arslan, S., Avanzi, L., Barghi, B., Dumont, K., Edelmann, C., Epitropaki, O., Fransen, K., Giessner, S., Gleibs, I., González, R., Laguía, A., Lipponen, J., Markovits, Y., Molero, F., Moriano, J., Neves, P., Orosz, G., Roland-Lévy, C., Schuh, S., Sekiguchi, T., Jiwen, L., Story, J., Stouten, J., Tatachari, T., Valdenegro, D., van Bunderen, L., Vörös, V., Wong, S., Youssef, F., Zhang, X., & van Dick, R. (2023). Innovation across cultures: Connecting leadership, identification, and creative behavior in organizations. Applied Psychology, 72(1), 348-388. https://doi.org/10.1111/apps.12381 

Carrasco, D., Irribarra, D. T., & González, J. (2023). Continuation Ratio Model for Polytomous Responses with Censored Like Latent Classes. In M. Wiberg, D. Molenaar, J. González, J.-S. Kim, & H. Hwang (Eds.), Quantitative Psychology (pp. 243–256). Springer. https://doi.org/10.1007/978-3-031-27781-8_22 

Carrasco, D., Rutkowski, D., & Rutkowski, L. (2023). The advantages of regional large-scale assessments: Evidence from the ERCE learning survey. International Journal of Educational Development, 102(October), 102867. https://doi.org/10.1016/j.ijedudev.2023.102867 

Carvacho, H., Flores, B., Jiménez-Moya, G., Jirón, P., Olivares, F., & Reyes-Housholder, C. (2023). Desafíos actuales para la equidad de género en Chile. En B. Flores Arenas, C. Reyes-Housholder, G. Jiménez-Moya, H. Carvacho García, y P. Jirón Martínez (Eds.), Tejiendo rutas. Perspectivas para un Chile con equidad de género (pp. 15-27). Fondo de Cultura Económica. 

Carvacho, H., González, R., Cheyre, M., Rocha, C., Cornejo, M., Jiménez-Moya, G., Manzi, J., Álvarez-Dezerega, C., Álvarez, B., Castro, D., Varela, M., Valdenegro, D., Drury, J., & Livingstone, A. (2023). When social movements fail or succeed: social psychological consequences of a collective action’s outcome. Frontiers in Psychology, 14, 1155950. https://doi.org/10.3389/fpsyg.2023.1155950 

Carvacho, H., Mora Zamora, M. A., Jiménez-Moya, G., Paredes, V., & Pino, F. (2023). Las raíces del sexismo: Una mirada multinivel a la formación y mantención de las jerarquías de género. En B. Flores Arenas, C. Reyes-Housholder, G. Jiménez-Moya, H. Carvacho García, y P. Jirón Martínez (Eds.), Tejiendo rutas. Perspectivas para un Chile con equidad de género (pp. 31-41). Fondo de Cultura Económica. 

Castillo, J.C., Bonhomme, M., Miranda, D., & Iturra, J. (2023). Social cohesion and attitudinal changes toward migration: A longitudinal perspective amid the COVID-19 pandemic. Frontiers in Sociology, 7, 1009567. https://doi.org/10.3389/fsoc.2022.1009567 

Contreras, J., & Torres, Á. (2023). Las evaluaciones educacionales estandarizadas desde la experiencia de los actores. Educação e Pesquisa, 49. https://doi.org/10.1590/S1678-4634202349248451es 

Contreras Contreras, J., & Rodríguez Parra, M. (2023). Educación sexual, familia y escuela. Perfiles Educativos, 45(181), 41-60. https://doi.org/10.22201/iisue.24486167e.2023.181.60736 

Encina, Y., Berger, C. & Miranda, D. (2023). Authoritative School Climate as a context for civic socialization. International Journal of Educational Development, 98, 102752. https://doi.org/10.1016/j.ijedudev.2023.102752 

Flores Arenas, B., Reyes-Housholder, C., Jiménez-Moya, G., Carvacho García, H., & Jirón Martínez, P. (2023). Tejiendo rutas. Perspectivas para un Chile con equidad de género. Fondo de Cultura Económica. 

Fuentes-Cerda, V., Errázuriz-Arellano, P., Campos-Soto, S., & Miranda, D. (2023). Identificando las trayectorias de cambio terapéutico en psicoterapia breve en pacientes chilenos. Terapia psicológica, 41(1), 1-18. https://doi.org/10.4067/s0718-48082023000100001 

García-Castro, J. D., González, R., Frigolett, C., Jiménez-Moya, G., Rodríguez-Bailón, R., & Willis, G. (2023). Changing attitudes toward redistribution: The role of perceived economic inequality in everyday life and intolerance of inequality. The Journal of Social Psychology, 163(4), 566-581. https://doi.org/10.1080/00224545.2021.2006126 

Gardiner, G., Lee, D. I., Baranski, E., Funder, D. C., & Members of the International Situations Project (Beramendi, M., Bastian, B., Neubauer, A., Cortez, D., Roth, E., Torres, A., Zanini, D. S., Petkova, K., Tracy, J., Amiot, S., Pelletier-Dumas, M., González, R., Rosenbluth, A., Salgado, S., Guan, Y., Yang, Y., Forero, D., Camargo, A., Papastefanakis, E., Kritsotakis, G., Spyridaki, E., Fragkiadaki, E., Jerneić, Ž., Hřebíčková, M., Graf, S., Strøbæk, P., Realo, A., Becker, M., Maisonneuve, C., El-Astal, S., Gamsakhurdia, V. L., Rauthmann, J., Ziegler, M., Penke, L., Buchtel, E. E., Yeung, V. W-L., Kun, Á., Gadanecz, P., Vass, Z., Smohai, M., Lavalekar, A., Aurelia, M. Z., Kinayung, D., Gaffar, V., Sullivan, G., Day, C., Rechter, E., Perugini, M., Costantini, G., Gnisci, A., Sergi, I., Senese, V. P., Mottola, F., Sato, T., Nakata, Y., Kawamoto, S., Komiya, A., Al-Zoubi, M., Owsley, N., Jang, C., Mburu, G., Ngina, I., Dimdins, G., Barkauskiene, R., Laurinavicius, A., Markovikj, M., Serafimovska, E., Mastor, K. A., Kruse, E., Ramírez-Esparza, N., Denissen, J., Van Aken, M., Fischer, R., Onyishi, I. E., Ogba, K. T., Leknes, S., Waldal Holen, V., Hansen, I., Tamnes, C. K., Klæva, K., Kausar, R., Khan, N., Rizwan, M., Espinosa, A., Gastardo-Conaco, M. C., Quiñones, D. M. A., Izdebski, P., Kotyśko, M., Szarota, P., Henriques-Calado, J., Sava, F. A., Lvova, O., Pogrebitskaya, V., Allakhverdov, M., Manichev, S., Barry, O., Smederevac, S., Čolović, P., Mitrović, D., Oljača, M., Hong, R., Halama, P., Musek, J., De Kock, F., Han, G., Suh, E. M., Choi, S., Gallardo-Pujol, D.,, Oceja, L., Villar, S., Kekecs, Z., Arlinghaus, N., Johnson, D. P., O’Donnell, A. K., Kulich, C., Lorenzi-Cioldi, F., Bühler, J. L., Allemand, M., Chang, Y-P., Lin, W.-F., Boonyasiriwat, W., Saribay, S. A., Somer, O., Akalin, P. K., Baguma, P. K., Vinogradov, A., Zhuravlova, L., Conner, M., Rentfrow, J., Tullett, A., Sauerberger, K., Ramírez-Esparza, N., Colman, D. E., Cheng, J. T., Stocks, E., & Bui, H. T. T.) (2023). The economic well-being of nations is associated with positive daily situational experiences. Current Research in Ecological and Social Psychology, 4, 100088. https://doi.org/10.1016/j.cresp.2023.100088  

Hornsey, M. J., Pearson, S., Kang, J., Sassenberg, K., Jetten, J., Van Lange, P. A. M., Medina, L. G., Amiot, C. E., Ausmees, L., Baguma, P., Barry, O., Becker, M., Bilewicz, M., Castelain, T., Costantini, G., Dimdins, G., Espinosa, A., Finchilescu, G., Friese, M., González, R., Goto, N., Gómez, Á., Halama, P., Ilustrisimo, R., Jiga-Boy, G. M., Karl, J., Kuppens, P., Loughnan, S., Markovikj, M., Mastor, K. A., McLatchie, N., Novak, L. M., Onyekachi, B. N., Peker, M., Rizwan, M., Schaller, M., Suh, E. M., Talaifar, S., Tong, E. M. W., Torres, A., Turner, R. N., Vauclair, C-M., Vinogradov, A., Wang, Z., Yeung, V. W. L., & Bastian, B. (2023). Multinational data show that conspiracy beliefs are associated with the perception (and reality) of poor national economic performance. European Journal of Social Psychology, 53(1), 78-89. https://doi.org/10.1002/ejsp.2888 

Jara Ibarra, C., Sánchez Bachmann, M., Cox, C., & Miranda, D. (2023) The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile. Theory & Research in Social Education, 51(3), 464-485. https://doi.org/10.1080/00933104.2022.2150590 

Kirkland, K., Crimston, C. R., Jetten, J., Rudnev, M., Acevedo-Triana, C., Amiot, C. E., Ausmees, L., Baguma, P., Barry, O., Becker, M., Bilewicz, M., Boonyasiriwat, W., Castelain, T., Costantini, G., Dimdins, G., Espinosa, A., Finchilescu, G., Fischer, R., Friese, M., Gastardo-Conaco, M. C., Gómez, Á., González, R., Goto, N., Halama, P., Jiga-Boy, G. M., Kuppens, P., Loughnan, S., Markovik, M., Mastor, K. A., McLatchie, N., Novak, L. M., Onyekachi, B. N., Peker, M., Rizwan, M., Schaller, M., Suh, E. M., Talaifar, S., Tong, E. M. W., Torres, A., Turner, R. N., Van Lange, P. A. M., Vauclair, C-M. Vinogradov, A., Wang, Z., Yeung, V. W. L., & Bastian, B. (2023). Moral Expansiveness Around the World: The Role of Societal Factors Across 36 Countries. Social Psychological and Personality Science, 14(3), 305-318. https://doi.org/10.1177/19485506221101767 

Kubow, P., Webster, N., Strong, K., & Miranda, D. (2023). Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts. Routledge. https://doi.org/10.4324/9781003197881 

Kubow, P. K., Webster, N., Strong, K., & Miranda, D. (2023). Contestations of Citizenship: An Introduction. In P. K. Kubow, N. Webster, K. Strong, D. Miranda (Eds.), Contestations of Citizenship, Education, and Democracy in an Era of Global Change (pp. 1-24). Routledge. https://doi.org/10.4324/9781003197881-1 

Kubow, P. K., Webster, N., Strong, K., & Miranda, D. (2023). New Directions for Citizenship, Democracy, and Education. In P. K. Kubow, N. Webster, K. Strong, D. Miranda (Eds.), Contestations of Citizenship, Education, and Democracy in an Era of Global Change (pp. 245-256). Routledge. https://doi.org/10.4324/9781003197881-16 

Livingstone, A. G., Bedford, S. L., Afyouni, A., Vu, N., Kapantai, I., Makanju, D., Chayinska, M., González, R., Carozzi, P., Contreras, C., Byrne, S., Guy, J., King, L., Lo, C. H. C., Pearson, H., Tapp, C. (2023). You get us, so you like us: Feeling understood by an outgroup predicts more positive intergroup relations via perceived positive regard. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspi0000434 

Luengo-Kanacri, P., Jiménez-Moya, G., Miranda, D., & Marinovic, D. (2023). When civic knowledge matters but is not enough: The role of classroom climate and citizenship self-efficacy on different facets of civic engagement. Citizenship Teaching and Learning, 118(1), 119-140. https://doi.org/10.1386/ctl_00113_1 

Miranda, D. (2023). Socio-economic inequalities of families and their differential impact on types of political participation in the new generation of 24 countries (Desigualdades socio-económicas familiares y su impacto diferencial sobre tipos de participación política de nuevas generaciones en 24 países). International Journal of Social Psychology, 38(3), 602-641. https://doi.org/10.1080/02134748.2023.2239576 

Miu-Chi Lun, V., Smith, P. B., Grigoryan, L., Torres, C., Papastylianou, A., Lopukhova, O. G., Sunar, D., Easterbrook, M. J., Koc, Y., Selim, H. A., Chobthamkit, P., Chaleeraktrakoon, T., Gul, P., Perez Floriano, L., Diaz-Loving, R., Kwantes, C. T., Yuki, M., Ogusu, N., van Osch, Y., Mendes Texeira, M. L., Hu, P., Abbas, A., Tripodi, D., Lay, S., Efremova, M., Hassan, B., Ahmad, A. H., al-Bayati, A., Anderson, J., Cross, S. E., Delfino, G. I., Gamsakhurdia, V., Gavreliuc, A., Gavreliuc, D., Gunsoy, C., Díaz Rivera, P. E., & Hakobjanyan, A. (2023). Need for approval from others and face concerns as predictors of interpersonal conflict outcome in 29 cultural groups. International Journal of Psychology, 58(3), 258-271. https://doi.org/10.1002/ijop.12895 

Olsson, M. I. T., van Grootel, S., Block, K., Schuster, C., Meeussen, L., Van Laar, C., Schmader, T., Croft, A., Sun, M. S., Ainsaar, M., Aarntzen, L., Adamus, M., Anderson, J., Atkinson, C., Avicenna, M., Bąbel, P., Barth, M., Benson-Greenwald, T. M., Maloku, E., Berent, J., Bergsieker, H. B., Biernat, M., Bîrneanu, A. G., Bodinaku, B., Bosak, J., Bosson, J., Branković, M., Burkauskas, J., Čavojová, V., Cheryan, S., Choi, E., Choi, I., Contreras-Ibáñez, C. C., Coogan, A., Danyliuk, I., Dar-Nimrod, I., Dasgupta, N., de Lemus, S., Devos, T., Diab, M., Diekman, A. B., Efremova, M., Eisner, L., Eller, A., Erentaite, R., Fedáková, D., Franc, R., Gartzia, L., Gavreliuc, A., Gavreliuc, D., Gecaite-Stonciene, J., Germano, A. L., Giovannelli, I., Gismondi Diaz, R., Gitikhmayeva, L., Menkir Gizaw, A., Gjoneska, B., Martínez González, O., González, R., Grijalva, I. D., Güngör, D., Gustafsson Sendén, M., Hall, W., Harb, C., Hassan, B., Hässler, T., Hawi, D. R., Henningsen, L., Hoppe, A., Ishii, K., Jakšić, I., Jasini, A., Jurkevičienė, J., Kelmendi, K., Kirby, T. A., Kitakaji, Y., Kosakowska-Berezecka, N., Kozytska, I., Kulich, C., Kundtová-Klocová, E., Kunuroglu, F., Lapytskaia Aidy, C., Lee, A., Lindqvist, A., López-López, W., Luzvinda, L., Maricchiolo, F., Martinot, D., McNamara, R. A., Meister, A., Lemma Melka, T., Mickuviene, N., Miranda-Orrego, M. I., Mkamwa, T., Morandini, J., Morton, T., Mrisho, D., Nikitin, J., Otten, S., Pacilli, M. G., Page-Gould, E., Perandrés, A., Pizarro, J., Pop-Jordanova, N., Pyrkosz-Pacyna, J., Quta, S., Ramis, T., Rani, N., Redersdorff, S., Régner, I., Renström, E. A., Rivera-Rodriguez, A., Sánchez Rocha, T. E., Ryabichenko, T., Saab, R., Sakata, K., Samekin, A., Sánchez-Pachecho, T., Scheifele, C., Schulmeyer, M. K., Sczesny, S., Sirlopú, D., Smith-Castro, V., Soo, K., Spaccatini, F., Steele, J. R., Steffens, M. C., Sucic, I., Vandello, J., Velásquez-Díaz, L. M., Vink, M., Vives, E., Zalalam Warkineh, T., Žeželj, I., Zhang, X., Zhao, X., & Martiny, S. E. (2023). Gender gap in parental leave intentions: Evidence from 37 countries. Political Psychology, 44(6), 1163-1192. https://doi.org/10.1111/pops.12880 

Pavón Mediano, A., Carrasco Ogaz, D., & Pardow Lorenzo, D. (2023). Ideología y comportamiento judicial en jueces de carrera: Estimación de puntos ideales en la Corte Suprema de Chile (2009-2019). Revista de Ciencia Política, 43(3), 433-461. https://doi.org/10.4067/s0718-090×2023005000107 

Perach, R., Fernandes‐Jesus, M., Miranda, D., Mao, G., Ntontis, E., Cocking, C., McTague, M., Semlyen, J., & Drury, J. (2023). Can group‐based strategies increase community resilience? Longitudinal predictors of sustained participation in Covid‐19 mutual aid and community support groups. Journal of Applied Social Psychology, 53(11), 1059-1075. https://doi.org/10.1111/jasp.12995 

Tanjitpiyanond, P., Jetten, J., Peters, K., Ashokkumar, A., Barry, O., Billet, M., Becker, M., Booth, R. W., Castro, D., Chinchilla, J., Costantini, G., Dejonckheere, E., Dimdins, G., Erbas, Y., Espinosa, A., Finchilescu, G., Gómez, Á., González, R., Goto, N., Hatano, A., Hartwich, L., Jarukasemthawee, S., Karunagharan, J. K., Novak, L. M., Kim, J. P., Kohút, M., Liu, Y., Loughnan, S., Onyishi, I. E., Onyishi, C. N., Varela, M., Pattara-angkoon, I. S., Peker, M., Pisitsungkagarn, K., Rizwan, M., Suh, E. M., Swann, W., Tong, E. M. W., Turner, R. N., Vanhasbroeck, N., Van Lange, P. A. M., Vauclair, C-M., Vinogradov, A., Wacera, G., Wang, A., Wibisono, S., & Yeung, V. W-L. (2023). A 32‐society investigation of the influence of perceived economic inequality on social class stereotyping. European Journal of Social Psychology, 53(2), 367-382. https://doi.org/10.1002/ejsp.2908 

Treviño, E., Escribano, R., Villalobos, C., Carrasco, D., Morel, M. J., Miranda, C., & Rocuant, A. (2023). Global Citizenship and Youth: Profiles of Perception of Global Threats. In P. K. Kubow, N. Webster, K. Strong, D. Miranda (Eds.), Contestations of Citizenship, Education, and Democracy in an Era of Global Change (pp. 70–89). Routledge. https://doi.org/10.4324/9781003197881-5 

Villalobos, C., Carrasco, D., Miranda, C., Morel, M. J., Treviño, E., & Sandoval-Hernández, A. (2023). Connected or Disconnected? Exploring the Relationship Between Citizenship Norms and Other Citizenship Attitudes in Young People. In P. K. Kubow, N. Webster, K. Strong, D. Miranda (Eds.), Contestations of Citizenship, Education, and Democracy in an Era of Global Change (Issue 2017, pp. 27–48). Routledge. https://doi.org/10.4324/9781003197881-3 

Weis, M., Trommsdorff, G., Muñoz, L., & González, R. (2023). Maternal Education and Children’s School Achievement: The Roles of Values, Parenting, and Behavior Regulation. Journal of Child and Family Studies, 32, 691-703. https://doi.org/10.1007/s10826-022-02405-y 

Zagefka, H., González, R., Mackenna, B., Castro, D., Carozzi, P., & Pairican, F. (2023). Intergroup relations affect depressive symptoms of Indigenous people: Longitudinal evidence. European Journal of Social Psychology, 53(6),1114-1127, https://doi.org/10.1002/ejsp.2955 

Azócar, R., Domínguez, P., González, R., Grau, O., & Tessada, J. (2022). Desafíos y propuestas para la regularización e inserción laboral de migrantes en Chile. Temas de la Agenda Pública, 17(160), 1-21. https://politicaspublicas.uc.cl/content/uploads/2022/09/Arti%CC%81culo-Migracio%CC%81n-y-Trabajo_VF.pdf 

Carlin, R. E., González, R., Love, G. J., Miranda, D. A., & Navia, P. D. (2022). Ethnicity or Policy? The Conditioning of Intergroup Trust in the Context of Ethnic Conflict. Political Psychology, 43(2), 201-220. https://doi.org/10.1111/pops.12747 

Carrasco, D., Banerjee, R., López-Hornickel, N., & Treviño, E. (2022). Indirect effects of bullying on school mathematics achievement in Chile. Studies in Educational Evaluation, 74(April), 101172. https://doi.org/10.1016/j.stueduc.2022.101172  

Carrasco, D., Irribarra, D. T., & González, J. (2022). Continuation Ratio Model for Polytomous Items Under Complex Sampling Design. In Quantitative Psychology (pp. 95–110). https://doi.org/10.1007/978-3-031-04572-1_8 

Contreras, J., & Torres, Á. (2022). Perspectivas de directivos educacionales sobre el uso de pruebas estandarizadas. El caso de una evaluación de bajas consecuencias. Revista mexicana de investigación educativa, 27(93), 511-536. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662022000200511&lng=es&tlng=es. 

Dejonckheere, E., Rhee, J.J., Baguma, P.K., Barry, O., Becker, M., Bilewicz, M., Castelain, T., Costantini, G., Dimdins, G., Espinosa, A., Finchilescu, G., Friese, M., Gastardo-Conaco, M. C., Gómez, A., González, R., Goto, N., Halama, P., Hurtado-Parrado, C., Jiga-Boy, G. M., Karl, J. A., Novak, L., Ausmees, L., Loughnan, S., Mastor, K. A., McLatchie, N., Onyishi, I. E., Rizwan, M., Schaller, M., Serafimovska, E., Suh, E. M., Swann Jr, W. B., Tong, E. M. W., Torres, A., Turner, R. N., Vinogradov, A., Wang, Z., Yeung, V. W-L., Amiot, C. E., Boonyasiriwat, W., Peker, M., Van Lange, P. A. M., Vauclair, C-M., Kuppens, P., & Bastian, B. (2022). Perceiving societal pressure to be happy is linked to poor well-being, especially in happy nations. Scientific reports, 12(1), 1-14. https://doi.org/10.1038/s41598-021-04262-z 

Drury, J., Fernandes-Jesus, M., Mao, G., Ntontis, R., Perach, R., & Miranda, D. (2022). How can Covid mutual aid groups be sustained over time? The UK experience. In E. O’Dwyer & L. G. Silva Souza (Eds.), Psychosocial Perspectives on Community Responses to Covid-19 Networks of Trust and Social Change (pp. 79-90). Routledge. 

Gómez, F., Cumsille, P., & González, R. (2022). Validación de la Versión Abreviada de la Escala de Homonegatividad Moderna en Jóvenes Chilenos. Psykhe, 31(2). https://doi.org/10.7764/psykhe.2020.22563 

González, R., Carvacho, H., & Jiménez-Moya, G. (2022). Psicología y Pueblos Indígenas. Annual Review of Psychology, 73(1), S-1. https://doi.org/10.1146/annurev-psych-092421-034141 

González, R., Carvacho, H., & Jiménez-Moya, G. (2022). Psychology and Indigenous People. Annual Review of Psychology, 73(1), 431-459. https://doi.org/10.1146/annurev-psych-012921-045304 

González, R., Chayinska, M., Plaza, A., Bargsted, M., & Miranda, D. (2022). A longitudinal examination of the factors that facilitate and hinder support for conservative and progressive social movements. European Journal of Social Psychology, 52(7), 1031-1046. https://doi.org/10.1002/ejsp.2893 

González, R., & Lay, S. (2022). Las experiencias de contacto entre grupos religiosos: desafíos para la convivencia y el diálogo interreligioso. En R. Mardones (Ed.), Educación Ciudadana y Enseñanza Católica. La Fraternidad Como Desiderátum (pp. 315-346). Ediciones Universidad Católica de Chile. 

Hässler, T., Ullrich, J., Sebben, S., Shnabel, N., Bernardino, M., Valdenegro, D., Van Laar, C., González, R., Visintin, E. P., Tropp, L. R., Ditlmann, R. K., Abrams, D., Aydin, A. L., Pereira, A., Selvanathan, H. P., von Zimmermann, J., Lantos, N. A., Sainz, M., Glenz, A., Kende, A., Oberpfalzerová, H., Bilewicz, M., Branković, M., Noor, M., Pasek, M. H., Wright, S. C., Žeželj, I., Kuzawinska, O., Maloku, E., Otten, S., Gul, P., Bareket, O., Corkalo Biruski, D., Mugnol-Ugarte, L., Osin, E., Baiocco, R., Cook, J. E., Dawood, M., Droogendyk, L., Loyo, A. H., Jelić, M., Kelmendi, K., & Pistella, J. (2022). Need Satisfaction in Intergroup Contact: A Multinational Study of Pathways Toward Social Change. Journal of Personality and Social Psychology, 122(4), 634–658. https://doi.org/10.1037/pspi0000365 

Jiménez-Moya, G., Carvacho, H., Álvarez, B., Contreras, C., & González, R. (2022). Is support for feminism enough for change? How sexism and gender stereotypes might hinder gender justice. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.912941 

Kirkland, K., Van Lange, P. A. M., Van Doesum, N. J., Acevedo-Triana, C., Amiot, C. E., Ausmees, L., Baguma, P., Barry, O., Becker, M., Bilewicz, M., Boonyasiriwat, W., Castelain, T., Costantini, G., Dimdins, G., Espinosa, A., Finchilescu, G., Fischer, R., Friese, M., González, R., Goto, N., Halama, P., Ilustrisimo, R. D., Jiga-Boy, G. M., Kuppens, P., Loughnan, S., Markovik, M., Mastor, K. A., McLatchie, N., Novak, L. M., Onyishi, I. E., Peker, M., Rizwan, M., Schaller, M., Suh, E. M., Swann Jr., W. B.,Tong, E. M. W., Torres, A., Turner, R. N., Vauclair, C-M., Vinogradov, A., Wang, Z., Yeung, V. W. L., & Brock, B. (2022). Social mindfulness predicts concern for nature and immigrants across 36 nations. Scientific Reports, 12(1), 22102. https://doi.org/10.1038/s41598-022-25538-y 

Miranda, D., Castillo, J. C., Miranda, C. & Conejeros, J. (2022). Trust in political institutions and support for authoritarianism in Latin American students: does civic knowledge make a difference? In A. Weinberg (Ed.), Psychology of Democracy: Of the People, By the People, For the People (pp. 173-194). Cambridge University Press. https://doi.org/10.1017/9781108774871.011 

Miranda, D., & Iturra, J. (2022). La importancia de la invarianza métrica para la investigación en sociología. Revista De Sociología, 37(1). https://doi.org/10.5354/0719-529X.2022.68153 

Ntontis, E., Vestergren, S., Saavedra, P., Neville, F., Jurstakova, K., Cocking, C., Lay, S., Drury, J., Stott, C., Reicher, S., & Vignoles, V. L. (2022). Is it really “panic buying”? Public perceptions and experiences of extra buying at the onset of the COVID-19 pandemic. PLOS ONE, 17(2), https://doi.org/10.1371/journal.pone.0264618 

Órdenes, M., Treviño, E., Escribano, R., & Carrasco, D. (2022). Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system. Research in Education, 116(1), 3-28. https://doi.org/10.1177/00345237221090541 

Palma-Vasquez, C., Carrasco, D., & Tapia-Ladino, M. (2022). Teacher Mobility, What Is It, How Is It Measured and What Factors Determine It? A Scoping Review. International Journal of Environmental Research and Public Health, 19(4), 2313. https://doi.org/10.3390/ijerph19042313 

Rouse, S. M., McDonald, J., Engstrom, R. N., Hanmer, M. J., González, R., Lay, S., & Miranda, D. (2022). Citizens of the World: Political Engagement and Policy Attitudes of Millennials across the Globe. Oxford University Press. https://doi.org/10.1093/oso/9780197599372.001.0001 

Sánchez-Barría, F., & Miranda, D. (2022). Political socialization and legitimization of radical actions in high school youth: Evidence from Chile. International Journal of Social Psychology, 37(3), 554-585. https://doi.org/10.1080/02134748.2022.2096255 

Silva, L., Contreras, J., & Manzi, J. (2022). Evidence-Informed Practice of Standardized Assessments: The Case of Chile. In C. Brown & J. Malin (Eds). The Emerald Handbook of Evidence-Informed Practice in Education: Learning from International Contexts (pp. 153-166). Emerald Publishing. 

Van Doesum, N. J., Murphy, R. O., Gallucci, M., Aharonov-Majar, E., Athenstaedt, U., Au, W. T., Bai, L., Böhm, R., Bovina, I., Buchan, N. R., Chen, X.-P., Dumont, K. B., Engelmann, J. B., Eriksson, K., Euh, H., Fiedler, S., Friesen, J., Gächter, S., Garcia, C., González, R., Graf, S., Growiec, K., Guimond, S., Hřebíčková, M., Immer-Bernold, E., Joireman, J., Karagonlar, G., Kawakami, K., Kiyonari, T., Kou, Y., Kyrtsis, A-A., Lay, S., Leonardelli, G. J., Li, N. P., Li, Y., Maciejovsky, B., Manesi, Z., Mashuri, A., Mok, A., Moser, K. S., Moták, L., Netedu, A., Platow, M. J., Raczka-Winkler, K., Reinders Folmer, C. P., Reyna, C., Romano, A., Shalvi, S., Simão, C., Stivers, A. W., Strimling, P., Tsirbas, Y., Utz, S., van der Meij, L., Waldzus, S., Wang, Y., Weber, B., Weisel, O., Wildschut, T., Winter, F., Wu, J., Yong, J. C., & Van Lange, P. A. M. (2022). Reply to Nielsen et al.: Social mindfulness is associated with countries’ environmental performance and individual environmental concern. Proceedings of the National Academy of Sciences, 119(9), e2122077119. https://doi.org/10.1073/pnas.2122077119 

Van Doesum, N. J., Murphy, R. O., Gallucci, M., Aharonov-Majar, E., Athenstaedt, U., Tung Au, W., Bai, L., Böhm, R., Bovina, I., Buchan, N. R., Chen X.-P., Dumont, K. B., Engelmann, J. B., Erikkson, K., Euh, H., Fiedler, S., Friesen, J., Gächter, S., Garcia, C., González, R., Graf, S., Growiec, K., Guimond, S., Hřebíčková, M., Immer-Bernold, E., Joireman, J., Karagonlar, G., Kawakami, K., Kiyonari, T., Kou, Y., Kyrtsis, A.-A., Lay, S., Leonardelli, G. J., Li, N. P., Li, Y., Maciejovsky, B., Manesi, Z., Mashuri, A., Mok, A., Moser, K. S., Moták, L., Netedu, A., Platow, M. J., Raczka-Winkler, K., Reinders Folmer, C. P., Reyna, C., Romano, A., Shalvi, S., Simão, C., Stivers, A. W., Strimling, P., Tsirbas, Y., Utz, S., van der Meij, L., Waldzus, S., Wang, Y., Weber, B., Weisel, O., Wildschut, T., Winter, F., Wu, J., Yong, J. C., & Van Lange, P. A. M., (2022). Reply to Komatsu et al.: From local social mindfulness to global sustainability efforts? Proceedings of the National Academy of Sciences, 119(4), e2119303118. https://doi.org/10.1073/pnas.2119303118 

Abarzúa, A. & Contreras, J. (2021). Learning Progress Assessment System, SEPA: Evidence of Its Reliability and Validity. In J. Manzi, M. García & S. Taut (eds). Validity of Educational Assessments in Chile and Latin America (pp. 93-116). Springer, Cham. https://doi.org/10.1007/978-3-030-78390-7_5 

Alé, S., Duarte, C. & Miranda, D. (2021). Saltar el torniquete: reflexiones desde las juventudes de octubre. Fondo de Cultura Económica, Chile. 

Baranski, E., Gardiner, G., Lee, D., Funder, D. & Members of the International Situations Project. (2021). Who in the world is trying to change their personality traits? Volitional personality change among college students in 56 countries. Journal of Personality and Social Psychology, 121(5), 1140-1156. https://doi.org/10.1037/pspp0000389 

Baranski, E., Sweeny, K., Gardiner, G., Members of the International Situations Project (Beramendi, M., Bastian, B., Neubauer, A., Cortez, D., Roth, E., Torres, A., Zanini, D.S., Petkova, K., Tracy, J., Amiot, C., Pelletier-Dumas, M., González, R., Rosenbluth, A., Salgado, S., Guan, Y., Yang, Y., Forero, D. A., Camargo, A., Papastefanakis, E., Kritsotakis, G., Spyridaki, I., Fragkiadaki, E., Jerneić, Ž., Hřebíčková, M., Graf, S., Strøbæk, P., Realo, A., Becker, M., Maisonneuve, C., El-Astal, S., Gamsakhurdia, V. L., Ziegler, M., Penke, L., Rauthmann, J., Buchtel, E. E., Yeung, V. W-L., Kun, Á., Gadanecz, P., Vass, Z., Smohai, M., Das, A., Lavalekar, A., Aurelia, M. Z., Kinayung, D., Gaffar, V., Sullivan, G., Day, C., Rechter, E., Gnisci, A., Sergi, I., Senese, V. P., Perugini, M., Costantini, G., Komiya, A., Sato, T., Nakata, Y., Kawamoto, S., Al-Zoubi, M., Owsley, N., Jang, C., Mburu, G., Ngina, I., Dimdins, G., Barkauskiene, R., Laurinavicius, A., Mastor, K. A., Kruse, E., Ramírez-Esparza, N., Denissen, J., Van Aken, M., Fischer, R., Onyishi, I. E., Ogba, K. T., Leknes, S., Holen, V. W., Hansen, I., Tamnes, C. K., Klæva, K., Rizwan, M., Kausar, R., Khan, N., Espinosa, A., Gastardo-Conaco, M. C., Quiñones, D. M. A., Szarota, P., Izdebski, P., Kotyśko, M., Henriques-Calado, J., Sava, F. A., Lvova, O., Pogrebitskaya, V., Allakhverdov, M., Manichev, S., Barry, O., Smederevac, S., Čolović, P., Mitrović, S., Oljača, M., Hong, R., Halama, P., Musek, J., De Kock, F., Han, G., Suh, E. M., Choi, S., Oceja, L., Villar, S., Gallardo-Pujol, D., Kekecs, Z., Arlinghaus, N., Johnson, D. P., O’Donnell, A. K., Bühler, J. L., Kulich, C., Lorenzi-Cioldi, F., Allemand, M., Chang, Y-P., Lin, W-F., Boonyasiriwat, W., Saribay, A., Somer, O., Karakus Akalin, P., Kakubeire Baguma, P., Vinogradov, A., Zhuravlova, L., Rentfrow, J., Conner, M., Tullett, A., Ramírez-Esparza, N., Colman, D. E., Cheng, J. T., Stocks, E., & Bui, H. T. T.) & Funder, D.C. (2021). International Optimism: Correlates and Consequences of Dispositional Optimism across 61 Countries. Journal of Personality, 89(2), 288-304. https://doi.org/10.1111/jopy.12582 

Carrasco, D., Banerjee, R., Treviño, E., & Villalobos, C. (2021). Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America. In X. Kuang, J. Zhu, & K. J. Kennedy (Eds.), Civic Learning for Alienated, Disaffected and Disadvantaged Students Barriers, Issues and Lessons (1st ed., pp. 186–206). Routledge. 

Carrasco, D., & Pavón, A. (2021). Tolerance of corruption among students in Latin America. In E. Treviño, D. Carrasco, E. Claes & K. J. Kennedy (Eds.), Good Citizenship for the Next Generation. A Global Perspective Using IEA ICCS 2016 Data (pp. 107-125). Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5_7 

Carrasco, D., Sandoval-Hernández, A., López-Hornickel, N., & Maturana, J. (2021). Creencias Antidemocráticas entre nuestros estudiantes. En C. Villalobos, M. J. Morel, & E. Treviño (Eds.), Ciudadanías, Educación y Juventudes. Investigaciones y debates para el Chile del futuro (pp. 27–57). Ediciones UC. 

Carrasco, D., Treviño, E., López Hornickel, N., & Castillo, C. (2021). Students Ratings Their Open Classroom Discussion. In M. Wiberg, D. Molenaar, J. González, U. Böckenholt, & J.-S. Kim (Eds.), Quantitative Psychology (pp. 463–475). Springer International Publishing. https://doi.org/10.1007/978-3-030-74772-5_41 

Castillo, J.C., Miranda, D., & Bonilla, A. (2021) Measuring Attitudes Towards Gender Equality in International Tests: Implications for Their Validity. In J. Manzi, M. R. García, S. Taut (Eds.), Validity of Educational Assessments in Chile and Latin America (pp. 259-280). Springer, Cham. https://doi.org/10.1007/978-3-030-78390-7_11 

Chayinska, M., Miranda, D., & González, R. (2021). A longitudinal study of the bidirectional causal relationships between online political participation and offline collective action. Computers in Human Behavior, 121, 1-12. https://doi.org/10.1016/j.chb.2021.106810 

Contreras, J. (2021). Cuando el mérito no se cumple: la experiencia escolar de la justicia en Francia y Chile. En R. Moretti & J. Contreras (Eds.), Mérito y meritocracia. Paradojas y promesas incumplidas (pp. 113-140). Ediciones UAH. 

Cornejo, M., Rocha, C., Castro, D., Varela, M., Manzi, J., González, R., Jiménez-Moya, G., Carvacho, H., Álvarez, B., Valdenegro, D., Cheyre, M., & Livingstone, A. G. (2021). The intergenerational transmission of participation in collective action: The role of conversation and political practices in the family. The British Journal of Social Psychology, 60(1), 29-49. https://doi.org/10.1111/bjso.12420 

Díaz, A., López, D., Salas, M., & Carrasco, D. (2021). Movilidad de profesores chilenos. Influencia de variables demográficas, características del establecimiento escolar y condiciones laborales. Perfiles Educativos, 43(172), 42–59. https://doi.org/10.22201/iisue.24486167e.2021.172.59514 

González, R., Alvarez, B., Manzi, J., Varela, M., Frigolett, C., Livingstone, A. G., Louis, W., Carvacho, H., Castro, D., Cheyre, M., Cornejo, M., Jiménez-Moya, G., Rocha, C., & Valdenegro, D. (2021). The Role of Family in the Intergenerational Transmission of Collective Action. Social Psychological and Personality Science, 12(6), 856–867. https://doi.org/10.1177/1948550620949378 

Kanacri, B. P. L., Jiménez-Moya, G., & González, R. (2021). Youth Civic Engagement: Challenges for Social Cohesion from Latin America en Zúñiga, C., & López-López, W. (Eds) Political Psychology in Latin America (pp. 79–104). American Psychological Association. https://doi.org/10.1037/0000230-005 

Lima, M.E., de França, D., Jolanda, J., Pereira, C., Ariyanto, A., Autin, F., Ayub, N., Badea, C., Besta, T., Butera, F., Costa-Lopes, R., Cui, L., Fantini, C., Finchilescu G., Gaertner, L., Gollwitzer, M., Gómez, A., González, R., Hong, Y.Y., Høj Jensen, D., Karasawa, M., Kessler, T., Klein, O., Jasinskaja-Lahti, I., Lima, M., Megevand, L., Morton, T. Paladino, P., Polya, T., Renvik, T.A., Ruza, A., Shahrazad, W., Sharma, S., Smith, H.J., Torres, A.R., van der Bles, A.M., & Wohl, M.J.A. (2021). Materialist and Post-materialist Concerns and the Wish for a Strong Leader in 27 Countries. Journal of Social and Political Psychology, 9(1), 207 – 220 https://doi.org/10.5964/jspp.6213  

Manzi, J., García, M. R., & Taut, S. (2021). Validity of Educational Assessments in Chile and Latin America. Springer, Cham. https://doi.org/10.1007/978-3-030-78390-7 

Manzi, J., & Carrasco, D. (2021). Validity Evidence of the University Admission Tests in Chile: Prueba de Selección Universitaria (PSU). In J. Manzi, M. R. García, & S. Taut (Eds.), Validity of Educational Assessments in Chile and Latin America (pp. 331–351). Springer, Cham. https://doi.org/10.1007/978-3-030-78390-7_14 

Manzi, J., & Santelices, V. (2021). Transición y experiencia universitaria: dilemas y desafíos en la UC con foco en los estudiantes de primera generación. En I. Sánchez (Ed.), Ideas en Educación III: Evolución de una reforma. Ediciones UC. 

Miranda, D., & Castillo, J.C. (2021). Cambios en la participación política de los escolares. En S. Alé, K. Duarte & D. Miranda (Eds.), Saltar el torniquete: reflexiones desde las juventudes de octubre (pp. 51-60). Fondo de Cultura Económica, Chile. 

Miranda, D., & Herrera-Leighton, A. (2021). Conocimiento cívico: concepto, antecedentes y consecuencias. En C. Villalobos, M. J. Morel y E. Treviño (Eds.), Ciudadanías, educación y juventudes: Investigaciones y debates para el Chile del futuro (pp. 287-326). Ediciones UC. 

Miranda, D., Miranda, C., & Muñoz, L. (2021). Latin American Political Culture and Citizenship Norms. En E. Treviño, D. Carrasco, E. Claes, & K. J. Kennedy (Eds.), Good Citizenship for the Next Generation: A Global Perspective Using IEA ICCS 2016 Data (pp. 89-105). Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5_6 

Moretti, R., & Contreras, J. (2021). Mérito y meritocracia. Paradojas y promesas incumplidas. UAH Ediciones. 

Palma-Vasquez, C., Carrasco, D., & Hernando-Rodriguez, J. C. (2021). Mental Health of Teachers Who Have Teleworked Due to COVID-19. European Journal of Investigation in Health, Psychology and Education, 11(2), 515–528. https://doi.org/10.3390/ejihpe11020037 

Pedrero, V., Alonso, L. M., & Manzi, J. (2021). El estigma asociado a la diabetes: elementos conceptuales, mecanismos involucrados y desafíos. Diabetes Surrounding Stigma: Conceptual Issues, Mechanisms Involved and Challenges. Revista Salud Uninorte, 37(1), 205-219. https://doi.org/10.14482/sun.37.1.610.7. 

Pedrero, V., Manzi, J., & Alonso, L. M. (2021). A cross-sectional analysis of the stigma surrounding type 2 diabetes in Colombia. International Journal of Environmental Research and Public Health, 18(23), 12657. https://doi.org/10.3390/ijerph182312657 

Rojas, J., & Carrasco, D. (2021). Changes in school leadership practices under an accountability system: The case of Chile. Education Policy Analysis Archives, 29, 153. https://doi.org/10.14507/epaa.29.5673 

Sandoval-Hernández, A., & Miranda, D. (2021) The Landscape and Recent Developments of Civic and Citizenship Education Across the Latin American Region. In B. Malak-Minkiewicz, & J. Torney-Purta (Eds.), Influences of the IEA Civic and Citizenship Education Studies (pp. 261-275). Springer, Cham. https://doi.org/10.1007/978-3-030-71102-3_22 

Smith, E. M., González, R., & Frigolett, C. (2021). Understanding Change in Social‐Movement Participation: The Roles of Social Norms and Group Efficacy. Political Psychology, 42(6), 1037-1051. https://doi.org/10.1111/pops.12733 

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Taut, S., & Lay, S. (2021). Is Validation a Luxury or an Indispensable Asset for Educational Assessment Systems? In J. Manzi J., M. R. García, S. Taut (Eds.), Validity of Educational Assessments in Chile and Latin America (pp. 17-34). Springer, Cham. https://doi.org/10.1007/978-3-030-78390-7_2 

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Treviño, E., Carrasco, D., Claes, E., & Kennedy, K. J. (2021). Conclusion: Citizenship Norms Endorsement Among Grade 8 Students. In E. Treviño, D. Carrasco, E. Claes & K. J. Kennedy (Eds.), Good Citizenship for the Next Generation. A Global Perspective Using IEA ICCS 2016 Data (pp. 215–229). Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5_12 

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Lay, S., Zagefka, H., González, R., Álvarez, B., & Valdenegro, D. (2020). Don’t forget the group! The importance of social norms and empathy for shaping donation behaviour. International Journal of Psychology, 55(4), 518-531. https://doi.org/10.1002/ijop.12626

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Abarzúa, A. & Contreras, J. (2019). Sistema de Evaluación de Progreso del Aprendizaje, SEPA: evidencia de su confiabilidad y validez. En J. Manzi, M. García & S. Taut (eds). Validez de evaluaciones educacionales en Chile y Latinoamérica (pp. 127-156). Ediciones UC.

Castillo, J. C., Miranda, D., & Bonilla, A. (2019). Medición de actitudes hacia la igualdad de derechos entre géneros en pruebas internacionales: Implicacias respecto a su validez. En J. Manzi, M. R. García, y S. Taut (Eds.). Validez de Evaluaciones Educacionales en Chile y Latinoamérica (pp. 329-356). Ediciones UC.

Hässler, T., González, R., Lay, S., Lickel, B., Zagefka, H., Brown, R., Tropp, L., Manzi, J. & Bernardino, M. (2019). With a Little Help From Our Friends: The Impact of Cross-group Friendship on Acculturation Preferences. European Journal of Social Psychology, 49(2), 366-384. https://doi.org/10.1002/ejsp.2383

Jiménez-Moya, G., Miranda, D., Drury, J., Saavedra, P., & González, R. (2019). When nonactivists care: Group efficacy mediates the effect of social identification and perceived instability on the legitimacy of collective action. Group Processes & Intergroup Relations, 22(4), 563–577. https://doi.org/10.1177/1368430217751631

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Maki, A., Dwyer, P. C., Blazek, S., Snyder, M., González, R., & Lay, S. (2019). Responding to natural disasters: Examining identity and prosociality in the context of a major earthquake. British journal of social psychology, 58(1), 66-87. https://doi.org/10.1111/bjso.12281

Manzi, J. & Carrasco, D. (2019). Evidencias de validez de la Prueba de Selección Universitaria (PSU). En J. Manzi, M. R. García, y S. Taut (Eds.). Validez de Evaluaciones Educacionales en Chile y Latinoamérica (pp. 479-506). Ediciones UC.

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Manzi, J. & Silva, J. (2019). The Right to Life Among Chilean Youth. In H.G. Ziebertz, F. Zaccaria (Eds.) Euthanasia, Abortion, Death Penalty and Religion – The Right to life and its limitations (pp. 65-81). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-98773-6_3

Pavón Mediano, A., & Carrasco, D. (2019). Ideology beyond partisanship: The behavior of judges on freedom of information cases in Chile. Government Information Quarterly, 36(3), 614-623. https://doi.org/10.1016/j.giq.2019.05.007

Sandoval-Hernádez, A; Rutkowsky, D; Matta, T. & Miranda, D. (2019). Pensémoslo de nuevo: ¿podemos comparar las escalas de antecedentes socioeconómicos? Revista de Educación, 383, 37-61. https://doi.org/10.4438/1988-592X-RE-2019-383-400

Santelices, M. V., & Valencia, E. (2019). Evaluación de la Formación Inicial Docente mediante estimaciones de valor agregado: El caso de una institución selectiva en Chile. En B. Torres (Ed.), Educación, Escuela y Profesorado: Aportes desde el Consejo de Decanos de Facultades de Educación del Consejo de Rectores de las Universidades Chilenas (CONFAUCE) (pp. 227–258). Editorial Universidad de Concepción.

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Taut, S., Jiménez, D., Puente-Duran, S., Palacios, D., Godoy, M. I., & Manzi, J. (2019). Evaluating the quality of teaching: can there be valid differentiation in the middle of the performance distribution? School Effectiveness and School Improvement, 30(3), 328-348, https://doi.org/10.1080/09243453.2018.1510842

Taut, S., & Lay, S. (2019). ¿Es la validación un lujo o un bien indispensable para los sistemas de evaluación educacionales? En J. Manzi, M. R. García, y S. Taut (Eds.). Validez de Evaluaciones Educacionales en Chile y Latinoamérica (pp. 37-62). Ediciones UC.

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Gerber, M., González, R., Carvacho, H., Jiménez-Moya, G., Moya, C., & Jackson, J. (2018). On the justification of intergroup violence: The roles of procedural justice, police legitimacy and group identity in attitudes towards violence among indigenous people. Psychology of Violence, 8(3), 379-389. http://dx.doi.org/10.1037/vio0000177

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Meeus, J., Paredes Mayor, J., González, R., Brown, R., & Manzi, J. (2017). Racial phenotypicality bias in educational expectations for both male and female teenagers from different socioeconomic backgrounds. European Journal of Social Psychology, 47(3), 289-303. doi: 10.1002/ejsp.2247.

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Zagefka, H. , González, R. , Brown, R. , Lay, S. , Manzi, J., & Didier, N. (2017). To know you is to love you: Effects of intergroup contact and knowledge on intergroup anxiety and prejudice among indigenous Chileans. International Journal of Psychology, 52(4), 308-315. doi: 10.1002/ijop.12229

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Rodríguez, B., Manzi, J., Peirano, C., González, R., & Bravo, D. (2015). Reconociendo el mérito docente. Programa de Asignación de Excelencia Pedagógica 2002 – 2014. Santiago, Chile: Centro de Medición MIDE UC.

Santelices, V., Galleguillos, P., Gonzalez, J., & Taut, S. (2015). Un Estudio Sobre la Calidad Docente en Chile: El Rol del Contexto en Donde Enseña el Profesor y Medidas de Valor Agregado. Psykhe, 24(1). doi:10.7764/psykhe.23.2.673

Tip, L., González, R., Brown, R., De Tezanos-Pinto, P., Saavedra, P., Sagredo, V., Zagefka, H., & Celeste., L.  (2015). Effects of ingroup norms on domain-specific acculturation preferences: Experimental evidence from two cultural contexts. International Journal of Intercultural Relations, 47, 113–130. doi.org/10.1016/j.ijintrel.2015.03.027

Torres Irribarra, D., Diakow, R., Freund, R., & Wilson, M. (2015). Modeling For Directly Setting Theory-Based Performance Levels. Psychological Test and Assessment Modeling, 57(3), 396-422.

Vecchione, M. , Schwartz, S. H., Caprara, G. V., Schoen, H. , Cieciuch, J. , Silvester, J. , Bain, P. , Bianchi, G. , Kirmanoglu, H. , Baslevent, C. , Mamali, C. , Manzi, J. , Pavlopoulos, V. , Posnova, T. , Torres, C. , Verkasalo, M. , Lönnqvist, J. , Vondráková, E. , Welzel, C. & Alessandri, G. (2015). Personal values and political activism: A cross‐national study. British Journal of Psychology, 106(1), 84-106. doi:10.1111/bjop.12067

Zhang, A., Moffat, K., Lacey, J., Wang, J., González, R., Uribe, K., Cui, L. & Dai, Y. (2015). Understanding the social licence to operate of mining at the national scale: A comparative study of Australia, China and Chile. Journal of Cleaner Production, 108(A), 1063-1072. doi: 10.1016/j.jclepro.2015.07.097

Becker, M., Vignoles, V. L., Owe, E., Easterbrook, M., Brown, R., Smith, P. B., Bond, M. H., Regalia, C., Manzi, C., Brambilla, M., Aldhafri, S., González, R., Carrasco, D., Cadena, M. P., Lay, S., Schweiger Gallo, I., Torres, A., Camino, L., Özgen, E., Güner, Ü. E., Yamakoğlu, N., Lemos, F. C. S., Trujillo, E. V., Balanta, P., Macapagal, M. E. J., Ferreira, M. C., Herman, G., de Sauvage, I., Bourguignon, D., Wang, Q., Fülöp, M., Harb, C., Chybicka, A., Mekonnen, K. H., Martin, M., Nizharadze, G., Gavreliuc, A., Buitendach, J. H., Valk, A., & Koller, S. H. (2014). Cultural bases for self-evaluation: Seeing oneself positively in different cultural contexts. Personality and Social Psychology Bulletin, 40(5), 657-675. doi: 10.1177/0146167214522836

Berger, C., & Palacios, D. (2014). Associations between Prosocial Behavior, Machiavellianism, and Social Status: Effects of Peer Norms and Classroom Social Contexts. The Journal of Latino-Latin American Studies, 6(1), 19-30. https://doi.org/10.18085/llas.6.1.h0728270l7533862

Castillo, J. C., Madero, I., & Miranda, D. (2014). Educación, desigualdad y creencias distributivas: Evidencia del caso chileno. Sociedad Hoy, 24, 13-31.

Castillo, J. C., Miranda, D., Bonhomme, M., Cox, C., & Bascopé, M. (2014). Social inequality and changes in students’ expected political participation in Chile. Education, Citizenship and Social Justice, 9(2), 140-156. https://doi.org/10.1177/1746197914520650

Factor, R., Castillo, J. C., & Rattner, A. (2014). Procedural justice, religiosity and minorities. Police Practice and Research, 15(2), 130-142. https://doi.org/10.1080/15614263.2013.874171

García-Zattera, M. J., Jara, A., & Komárek, A. S. (2014). A flexible AFT model for misclassified clustered interval-censored data. Biometrics, 72(2), 473-483. https://doi.org/10.1111/biom.12424

González, J., De Boeck, P., & Tuerlinckx, F. (2014). Linear mixed modeling for data from a double mixed factorial design with covariates. A case study on semantic categorization response times. Journal of the Royal Statistical Society: Series C (Applied Statistics), 63(2), 289-302. https://doi.org/10.1111/rssc.12031

Hepper, E., Wildschut, T, Sedikides, C., Ritchie, T.D, Yung, Y.F., Hansen, N., Abakoumkin, G., Arikan, G., Cisek, S., Demassosso, D., Gebauer, J., Gerber, J.P., González, R., Kusumi, T., Misra, G., Rusu, M., Ryan, O., Stephan, S., Vingerhoets, Ad.J.J., & Zhou, X. (2014). Pancultural Nostalgia: Prototypical Conceptions Across Cultures. Emotion, 14(4), 733-747. doi: 10.1037/a0036790

Koslinski, M. C., Costa, M., Alves, F., & Ribeiro, L. C. Q. (2014). Residential segregation, school quasi-market and school segmentation in the context of Rio de Janeiro. In Luiz Cesar de Queiroz Ribeiro (Ed.) The Metropolis of Rio de Janeiro: a space in transition (pp. 448-502). Rio de Janeiro: Letra Capital.

Manzi, J., San Martín, E., & Van Bellegem, S. (2014). School System Evaluation by Value-Added Analysis under Endogeneity. Psychometrika, 79(1), 130-153. doi: 10.1007/s11336-013-9338-0

San Martín, E., González, J., & Tuerlinckx, F. On the unidentifiability of the fixed-effects 3PL model. Psychometrika, 80(2), 450-467. https://doi.org/10.1007/s11336-014-9404-2

Schwartz, S. H., Caprara, G. V., Vecchione, M., Bain, P., Bianchi, G., Caprara, M. G., Cieciuch, J., Kirmanoglu, H., Baslevent, C., Lönnqvist, J-E., Mamali, C., Manzi, J., Pavlopoulos, V., Posnova, T., Schoen, H., Silvester, J., Tabernero, C., Torres, C., Verkasalo, M., Vondráková, E., Welzel, C., & Zaleski, Z. (2014). Basic Personal Values Underlie and Give Coherence to Political Values: A Cross National Study in 15 Countries. Political Behavior, 36(4), 889-930. https://doi.org/10.1007/s11109-013-9255-z

Swann, W. B. Jr., Buhrmester, M., Gómez, A., Jetten, J., Bastian, B., Vázquez, A., Ariyanto, A., Besta, T., Christ, O., Cui, L., Finchilescu, G., González, R., Goto, N., Hornsey, M., Susianto, H., Sharma, & S., Zhang, A. (2014). What makes a group worth dying for?: Identity fusion fosters feelings of familial ties, promoting self-sacrifice. Journal of Personality and Social Psychology, 106(6), 912-926. doi: 10.1037/a0036089

Taut, S., & Sun, Y. (2014). The Development and Implementation of a National, Standards-based, Multi-method Teacher Performance Assessment System in Chile. Educational Policy Analysis Archives. https://doi.org/10.14507/epaa.v22n71.2014

Carvacho, H., Manzi, J., Haye, A., González, R. & Cornejo, M. (2013). Consenso y disenso en la memoria histórica y en las actitudes hacia la reparación en tres generaciones de chilenos. Psyhke, 22(2), 33-47. http://dx.doi.org/10.7764/psykhe.22.2.601

Carvacho, H., Zick, A., Haye, A., González, R., Manzi, J., Kocik, C., & Bertl, M. (2013). On the relation between social class and prejudice: The roles of education, income and ideological attitudes. European Journal of Social Psychology, 43(4), 272-285. doi: 10.1002/ejsp.1961

Castillo, J. C. (2013). Contrastes entre la desigualdad objetiva y subjetiva en Chile. Temas de la Agenda Pública, 57, 1-15.

Castillo, J. C., Miranda, D., & Madero, I. (2013). Todos somos de clase media: Sobre el estatus social subjetivo en Chile. Latin American Research Review, 48(1), 155-173.

Castillo, J. C., Salamovich, A., & Madero, I. (2013). Clivajes partidarios y cambios en preferencias distributivas en Chile. Revista de Ciencia Política, 33(2), 469-488. http://dx.doi.org/10.4067/S0718-090X2013000200003

Durante, F.,  Fiske, S., Kervyn, N., Cuddy, A., Akande, A., Adetoun B., Adewuyi, M., Tserere, M., Al Ramiah, A., Mastor, K., Barlow, F., Bonn, G., Tafarodi, R., Bosak, J., Cairns, E., Doherty, C., Capozza, D., Chandran, A., Chryssochoou, X., Iatridis, T., Contreras, J.M., Costa-Lopes, R., González, R., Lewis, J., Tushabe, G., Leyens J-P., Mayorga, R., Nadim N., Rouhana, N., Smith, V., Perez, R., Rodríguez-Bailón R., Moya, M., Morales; E., Palacios, M.; Sibley, C., Asbrock, F., & Storari, C. (2013). Nations’ Income Inequality Predicts Ambivalence in Stereotype Content:  How Societies Mind the Gap. British Journal of Social Psychology, 52(4), 726-746. doi: 10.1111/bjso.12005

González, J. (2013). Book Review: Statistical Models for Test Equating, Scaling, and Linking. Applied Psychological Measurement, 37(4), 336–339. https://doi.org/10.1177/0146621613476762

González, R., Manzi, J., & Noor, M. (2013). Identidad Social y Emociones Intergrupales: Antecedentes de las Actitudes de Perdón y Reparación Política en Chile. Psykhe, 22(2), 129-146. http://dx.doi.org/10.7764/psykhe.22.2.575

González, J., & Von Davier, M. (2013). Statistical Models and Inference for the True Equating Transformation in the Context of Local Equating. Journal of Educational Measurement, 50(3), 315-320.

Haye, A., Manzi, J., González, R., & Carvacho, H. (2013). Teorías infantiles del golpe de estado en Chile 25 años después. Psykhe, 22(2), 67-81. http://dx.doi.org/10.7764/psykhe.22.2.607

Manzi, J., & Preiss, D. (2013). Educational assessment and educational achievement in South America. In J. Hattie & E. Anderman (Eds.) International Guide to Student Achievement (pp. 472-474). London: Routledge.

Owe, E., Vignoles, V. L., Becker, M., Brown, R., Smith, P. B., Lee, S. W. S., Easterbrook, M., Gadre, T., Zhang, X., Gheorghiu, M., Baguma, P., Tatarko, A., Aldhafri. S., Zinkeng., M., Schwartz, S. J., Des Rosiers, S. E., Villamar, J., Mekonnen, K. H., Regalia, C., Manzi, C., Brambilla, M., Kusdil, E., Çaglar, S., Gavreliuc, A., Martin, M., Jianxin, Z., Lv, S., Fischer, R., Milfont, T. L., Torres, A., Camino, L., Kreuzbauer, R., Gausel, N., Buitendach, J., Lemos, F. C. S., Fritsche, I., Möller., B., Harb, C., Valk, A., Espinosa, A., Jaafar, J. L., Ferreira, M. C., Chobthamkit, P., Fülöp, M., Chybicka, A., Wang, Q., Bond, M. H., González, R., Didier, N., Carrasco, D., Cadena, M. P., Lay, S., Garðarsdóttir, R. B., Nizharadze, G., Pyszczynski, T., Kesebir, P., Herman, G., Bourguignon, D., de Sauvage, I., Courtois, M., Özgen, E., Güner, Ü. E., Yamakoğlu, N., Abuhamdeh, S., Mogaji, A., Macapagal, M. E. J., Koller, S. H., Amponsah, B., Misra., G., Kapur, P., Vargas Trujillo, E., Balanta, P., Cendales Ayala, B., Schweiger Gallo, I., Prieto Gil, P., Lorente Clemares, R., Campara, G., & Jalal, B. (2013).  Contextualism as an Important Facet of Individualism-Collectivism: Personhood Beliefs across 37 National Groups. Journal of Cross-Cultural Psychology, 44(1), 24-45. doi: 10.1177/0022022111430255

Preiss, D., Castillo, J. C., Flotts, P., & San Martin, E. (2013). Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences. Learning and Individual Differences, 28, 193-203. https://doi.org/10.1016/j.lindif.2013.06.004

Preiss, D., Castillo, J. C., Grigorenko, H., & Manzi, J. (2013). Argumentative writing and academic achievement: A longitudinal study. Learning and Individual Differences, 28, 204-211. doi: 10.1016/j.lindif.2012.12.013

San Martín, E. & Rolin, J. M. (2013). Identification of Parametric Rasch-Type Models. Journal of Statistical Planning and Inference, 143(1), 116-130. https://doi.org/10.1016/j.jspi.2012.06.014

San Martín, E., Rolin, J. M. & Castro, L. M. (2013). Identification of the 1PL Model with Guessing Parameter: Parametric and Semi-parametric Results. Psychometrika, 78(2), 341-379. https://doi.org/10.1007/s11336-013-9322-8

Santelices, V., Taut, S., Araya, C., & Manzi, J. (2013). Consecuencias a Nivel Local de un Sistema de Evaluación de Profesores: El Caso de Chile. Estudios Pedagógicos, 39(2), 299-328.

Taut, S., Manzi, J., & Molina, A. ( 2013). La evaluación de las prácticas docentes. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 50(1), 1-3.

Villarroel, L., Karzulovic, L., Manzi, J., Eriksson, J., & Mardones, F. (2013). Association of perinatal factors and school performance in primary school Chilean children. Journal of Developmental Origins of Health and Disease, 4(3), 232-238. doi:10.1017/S2040174413000020

von Davier, M., González, J., & von Davier, A. (2013). Local Equating using the Rasch Model, the OPLM, and the 2PL IRT Model — or – What is it anyway if the model captures everything there is to know about the test takers? Journal of Educational Measurement, 50(3), 295-303. https://doi.org/10.1111/jedm.12016

von Davier, M., & González, J. (2013). Statistical Models and Inference for the True Equating Transformation in the Context of Local Equating. Journal of Educational Measurement, 50(3), 315-320. https://doi.org/10.1111/jedm.12018

Zagefka, H., Nigbur, D., González, R., & Tip, L. (2013). Why does ingroup essentialism increase prejudice against minority members? International Journal Psychology, 48(1), 60-68. doi: 10.1080/00207594.2012.729841

Araya, C., Taut, S., Santelices, V., Manzi, J., & Miño, F. (2012). Teoría subyacente del programa de asignación de excelencia pedagógica en Chile. Revista de Educación, 359, 530-553. doi: 10.4438/1988-592X-RE-2011-359-106

Becker, M., Vignoles, V.L., Owe, E., Brown, R., Smith, P.B., Easterbrook, M., Herman, G., Bourguignon, D., de Sauvage, I., Torres, A., Camino, L., Silveira Lemos, F.C., Ferreira, M.C., Koller, S.H., González, R., Carrasco, D., Cadena, M.P., Lay, S., Wang, Q., Bond, M.H., Vargas Trujillo, E., Balanta, P., Valk, A., Habtamu Mekonnen, K., Nizharadze, G., Fulop, M., Regalia, C., Manzi, C., Brambilla, M., Harb, C., Aldhafri, S., Martin, M., Macapagal, M.E.J., Chybicka, A., Gavreliuc, A., Buitendach, J., Schweiger Gallo, I., Özgen, E., Güner, Ü., & Yamakoğlu, N. (2012). Culture and the Distinctiveness Motive: Constructing Identity in Individualistic and Collectivistic Contexts. Journal of Personality and Social Psychology, 102(4), 833-855. doi: 10.1037/a0026853

Castillo, J. C. (2012). Is inequality becoming just? Changes in public opinion about economic inequality in Chile. Bulletin of Latin American Research, 31(1), 1-18. https://doi.org/10.1111/j.1470-9856.2011.00605.x

Castillo, J. C., Leal, P., Madero, I., & Miranda, D. (2012). ¿Son los chilenos igualmente solidarios? la influencia de los recursos personales en las donaciones de dinero. Opiniao Publica Review, 18(1), 154-176. http://dx.doi.org/10.1590/S0104-62762012000100008

Castillo, J. C., Miranda, D., & Carrasco, D. (2012). Percepción de Desigualdad Económica en Chile: Medición, Diferencias y Determinantes. Psykhe, 21(1), 99-114. http://dx.doi.org/10.4067/S0718-22282012000100007

Claro, M., Preiss, D., San Martín, E., Jara, I., Hinostroza, E., Valenzuela, S., Cortes, F. & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. https://doi.org/10.1016/j.compedu.2012.04.004

Grigorenko, E., Mambrino, E., & Preiss, D. (2012). Writing: a mosaic of new perspectives. New York: Psychology Press.

Manzi, J., Flotts, P., & Preiss, D. (2012). Design of a College-Level Test of Written Communication: Theoretical and methodological challenges. In E. L. Grigorenko, E. Mambrino, & D. D. Preiss (Eds.), Writing: A Mosaic of New Perspectives. (pp. 385-400). New York: Taylor and Francis.

Sirlopú, D., González, R., Bohner, G., Siebler, F., Millar, A., Ordóñez, G., Torres, D., & de Tezanos-Pinto, P. (2012). Actitudes implícitas y explícitas hacia personas con síndrome de Down: un estudio en colegios con y sin programas de integración de Chile. Revista de Psicología Social, 27(2), 199-210. doi:10.1174/021347412800337861

Tip, L., Zagefka, H., González, R., Brown, R., Cinnirella, M., & Na, X. (2012). Is support for multiculturalism threatened by… threat itself? International Journal of Intercultural relations, 36(1), 22-30. doi: 10.1016/j.ijintrel.2010.09.011

Zagefka, H., Tip, L., González, R., Brown, R., & Cinnirella, M. (2012). Predictors of majority members’ acculturation preferences: Experimental evidence. Journal of Experimental Social Psychology, 48(3), 654-659. doi: 10.1016/j.jesp.2011.12.006

Araya, C., Taut, S., Santelices, V., & Manzi, J. (2011). Validez consecuencial del programa de asignación de excelencia pedagógica en Chile. Estudios Pedagógicos, 37(2), 25-42. http://dx.doi.org/10.4067/S0718-07052011000200001

Castillo, J. C. (2011). Legitimacy of inequality in a highly unequal context: Evidence from the Chilean case. Social Justice Research, 24(4), 314-340. https://doi.org/10.1007/s11211-011-0144-5

Catoni Salamanca, M. I., Fernández Díaz, P. J., Ferrer Sorria-Galvarro, X., Manzi Astudillo, J. M., Flotts De los Hoyos, M. P., & Barrios Araya, S. C. (2011). Creación de un examen de titulación para la carrera de Enfermería. Investigación y Educación en Enfermería, 29(1), 87-96.

González, R., Manzi, J., & Noor, M. (2011). Intergroup Forgiveness and Reparation in Chile: the role of identity and intergroup emotions. In L. Troop & R. K. Mallett (Eds.), Moving Beyond Prejudice Reduction: Pathways to Positive Intergroup Relations (pp. 221-239). Washington, DC, US: American Psychological Association. http://dx.doi.org/10.1037/12319-011

Madero, I. (2011). Inclusión y exclusión de género y clase al interior de la escuela chilena en 4 comunas del sur de Chile. Estudios Pedagógicos, 37(2), 135-145. http://dx.doi.org/10.4067/S0718-07052011000200008

Manzi, J., González, R., & Sun, Y. (2011). Conclusiones. In R. González, J. Manzi, Y. Sun (Eds.) La Evaluación Docente en Chile (pp. 239-250). Santiago, Chile: Pontificia Universidad Católica de Chile.

Pehrson, S., González, R., & Brown, R. (2011). Indigenous rights in Chile: National identity and majority group support for multicultural policies. Political Psychology, 32(4), 667-690. doi: 10.1111/j.1467-9221.2011.00827.x

San Martín, E., Jara, A., Rolin, J.-M., & Mouchart, M. (2011). On the Bayesian nonparametric generalization of IRT-type models. Psychometrika, 76(3), 385-409. https://doi.org/10.1007/s11336-011-9213-9

Santelices, M. V., & Taut, S. (2011). Convergent validity evidence regarding the validity of the Chilean standards-based teacher evaluation system. Assessment in Education: Principles, Policy & Practice, 18(1), 73-93. https://doi.org/10.1080/0969594X.2011.534948

Taut, S., Santelices, V., Araya, C., & Manzi, J. (2011). Perceived effects and uses of the national teacher evaluation system in Chilean elementary schools. Studies in Educational Evaluation, 37(4), 218-229. https://doi.org/10.1016/j.stueduc.2011.08.002

Taut, S., Santelices, V., & Manzi, J. (2011). Estudios de validez de la Evaluación Docente In R. González, J. Manzi, Y. Sun (Eds.) La Evaluación Docente en Chile (pp. 157-175). Santiago, Chile: Pontificia Universidad Católica de Chile.

Valencia, E., & Manzi, J. (2011) Desempeño docente: relaciones con antecedentes de los profesores y su contexto. In R. González, J. Manzi, Y. Sun (Eds.) La Evaluación Docente en Chile (pp. 177-194). Santiago, Chile: Pontificia Universidad Católica de Chile.

Zagefka, H., González, R., & Brown, R. (2011). How minority members’ perceptions of majority members’ acculturation preferences shape minority members’ own acculturation preferences: Evidence from Chile. British Journal of Social Psychology, 50(2), 216-233. doi: 10.1348/014466610X512211

Castillo, J. C. (2010). The legitimacy of economic inequality: An empirical approach to the case of Chile. Boca R.: Dissertation.com.

González, J. (2010). Bayesian Methods in Psychological Research: The case of IRT. International Journal of Psychological Research, 3(1), 164-176. https://doi.org/10.21500/20112084.861

González, R., Sirlopú, D., & Kessler, T. (2010). Prejudice among Peruvians and Chileans as a function of identity, intergroup contact, acculturation preferences and intergroup emotions. Journal of Social Issues, 66(4), 803-824. doi: 10.1111/j.1540-4560.2010.01676.x

Haye, A., González, R., Ordóñez, G., Bohner, G., Siebler, F., Sirlopú, D., Millar, A., De Tezanos-Pinto, P., & Torres, D. (2010). System-perpetuating asymmetries between explicit and implicit intergroup attitudes among indigenous and non-indigenous Chileans. Asian Journal of Social Psychology, 13(3), 163-172. doi: 10.1111/j.1467-839X.2010.01311.x

Hein, A., & Taut, S. (2010). El uso de información evaluativa externa con fines formativos: El caso de establecimientos educacionales chilenos participantes de SEPA. Revista Iberoamericana de Evaluación Educativa, 3(2), 160-181.

Manzi, J., Bosch, A., Bravo, D., del Pino, G., Donoso, G., Martínez, M., & Pizarro, R. (2010). Validez Diferencial y Sesgo en la Predictividad de las Pruebas de Admisión a las Universidades Chilenas (PSU). Revista Iberoamericana de Evaluación Educativa, 3(2), 29-48.

Manzi, J. (2010). Programa INICIA: fundamentos y primeros avances. In C. Bellei, D. Contreras, J. P. Valenzuela (Eds.) Ecos de la Revolucion Pingüina. Avances, debates y silencios en la reforma educacional (pp. 285-310). Santiago, Chile: Editorial Pehuén.

Preiss, D., & Sternberg, R. J. (2010). Innovations in Educational Psychology. Perspectives on Learning, Teaching, and Human Development. New York: Springer Publishing Company.

Siebler, F., González, R., Ordóñez, G., Bohner, G., Haye, A., Sirlopú, D., Millar, A., De Tezanos-Pinto, P., & Torres, D. (2010). The category-focus implicit association test. Social Psychology, 41(2), 105-110. doi: 10.1027/1864-9335/a000015

San Martín, E. & González, J. (2010). Bayesian Identifiability: Contributions to an Inconclusive Debate. Chilean Journal of Statistics, 1(2), 69-91.

Taut, S., & Alkin, M. (2010). The Role of Stakeholders in Educational Evaluation. In P. Peterson, E. Baker, & B. McGaw (Eds.) International Encyclopedia of Education (pp. 629-635). Oxford: Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.01613-4

Taut, S., Santelices, V., Araya, C., & Manzi, J. (2010). Theory underlying a national teacher evaluation program. Evaluation and Program Planning, 33(4), 477-486. https://doi.org/10.1016/j.evalprogplan.2010.01.002

Tornero, B., & Taut, S. (2010). A mandatory, high-stakes national teacher evaluation system: Perceptions and attributions of teachers who actively refuse to participate. Studies in Educational Evaluation, 36(4), 132-142. https://doi.org/10.1016/j.stueduc.2011.02.002

Castillo, J. C. (2009). ¿Cuál es la Brecha Salarial Justa? Opinión Pública y Legitimación de la Desigualdad Económica en Chile. Estudios Públicos, 113, 237-266.

Čehajić, S., Brown, R., & González, R. (2009). What do I Care? Perceived ingroup responsibility and dehumanization as predictors of empathy felt for the victim group. Group Processes and Intergroup Relations, 12(6), 715-729.  doi: 10.1177/1368430209347727

González, J., & San Martín, E. (2009). Rendimiento en la prueba PISA: ¿Es posible entender los alcances y límites de las comparaciones entre países? In L. Cariola, G. Cares, & E. Lagos (Eds.) Qué nos dice PISA sobre la educación de los jóvenes en Chile? Nuevos análisis y perspectivas sobre los resultados en PISA 2006 (pp. 327-351). Santiago: Unidad de Currículum y Evaluación Ministerio de Educación.

Haye, A., Carvacho, H., González, R., Manzi, J., & Segovia, C. (2009). Relación entre orientación política y condición socioeconómica en la cultura política chilena: una aproximación desde la psicología política. Polis, 8(23), 351–384.

San Martín, E., González, J., & Tuerlinckx, F. (2009). Identified parameteres, parameteres of interest and their relationships. Measurement: Interdisciplinary Research and Perspectives, 7(2), 97-105. doi: 10.1080/15366360903117053

Taut, S., Cortés, F., Sebastian, C., & Preiss, D. (2009). Evaluating school and parent reports of the national student achievement testing system (SIMCE) in Chile: Access, comprehension, and use. Evaluation and Program Planning, 32(2), 129-137. https://doi.org/10.1016/j.evalprogplan.2008.10.004

Zagefka, H., Brown, R., & González, R. (2009). Antecedents and consequences of acculturation preferences of non-indigenous majority Chileans in relation to an indigenous minority: Longitudinal survey evidence. European Journal of Social Psychology, 39(4), 558-575. doi: 10.1002/ejsp.550

Bohner, G., Siebler, F., González, R., Haye, A., & Schmidt, E. (2008). Situational Flexibility of In-Group-Related Attitudes: A Single Category IAT Study of People with Dual National Identity. Group Processes and Intergroup Relations, 11(3), 301-317. doi: 10.1177/1368430208090644

Brown, R., González, R., Zagefka, H., Manzi, J., & Čehajić, S. (2008). Nuestra Culpa: collective guilt and shame as predictors of reparation for historical wrongdoing. Journal of Personality and Social Psychology, 94(1), 75-90. doi: 10.1037/0022-3514.94.1.75

González, R., Manzi, J., Saíz, J., Brewer, M., De Tezanos-Pinto, P., Torres, D., Aravena, M.T., & Aldunate, N. (2008). Interparty attitudes in Chile: Coalitions as superordinate social identities. Political Psychology, 29(1), 93-118. doi: 10.1111/j.1467-9221.2007.00614.x

Noor, M., Brown, R., González, R., Manzi, J., & Lewis, C. (2008). On positive psychological outcomes: what helps groups with a history of conflict to forgive and reconcile with each other? Personality and Social Psychology Bulletin, 34(6), 819-832. doi: 10.1177/0146167208315555

Segovia, C., Haye, A., González, R., Manzi, J., & Carvacho, H. (2008). Confianza en instituciones políticas en Chile: Un modelo de los componentes centrales de juicios de confianza. Revista de Ciencia Política, 28(2), 39-60. http://dx.doi.org/10.4067/S0718-090X2008000200002

Sirlopú, D., González, R., Bohner, G., Siebler, F., Ordóñez, G., Millar, A., Torres, D., & De Tezanos-Pinto, P. (2008). Promoting positive attitudes toward People with Down syndrome: The benefit of School Inclusion Programs. Journal of Applied Social Psychology, 38(11), 2710-2736. doi: 10.1111/j.1559-1816.2008.00411.x

Taut, S. (2008). What have we learned about stakeholder involvement in program evaluation? Studies in Educational Evaluation, 34(4), 224-230. https://doi.org/10.1016/j.stueduc.2008.10.007

Manzi, J. (2007). Selección de estudiantes en el sistema escolar chileno: ¿la buena educación debe ser solo para los mejores? In J. J. Brunner, C. Peña (Eds.) La reforma al sistema escolar: aportes para el debate (pp. 203-220). Santiago, Chile: Universidad Diego Portales.

Manzi, J., & González, R. (2007). Forgiveness and Reparation in Chile: The Role of Cognitive and Emotional Intergroup Antecedents. Peace and Conflict: Journal of Peace Psychology, 13(1), 71-91, doi: 10.1080/10781910709336769

Taut, S. (2007). Defining Evaluation Capacity Building: Utility Considerations. American Journal of Evaluation, 28(1), 120. https://doi.org/10.1177/1098214006298062