PUBLICACIONES

Contreras, J. y 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.

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 Weinberg, A. (Ed.) Psychology of Democracy: Of the People, By the People, For the People. Cambridge University Press. https://www.cambridge.org/cl/academic/subjects/psychology/social-psychology/psychology-democracy-people-people-people?format=HB

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

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.

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., Sweeny, K., Funder, D.C., Gardiner, G., 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., …, Thi Thu Bui, H. (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

Carlin, R. E., González, R., Love, G. J., Miranda, D. A., & Navia, P. D. (2021). 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., 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. https://doi.org/9781003142478

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. Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5

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: Manzi J., García M.R., Taut S. (Eds.) Validity of Educational Assessments in Chile and Latin America. 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, 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

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

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. Fondo de Cultura Económica, Chile.

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

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

Rojas, J., & Carrasco, D. (2021). Cambios en las prácticas de liderazgo escolar bajo un sistema de accountability: El caso de 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: Malak-Minkiewicz B., Torney-Purta J. (Eds.) Influences of the IEA Civic and Citizenship Education Studies. 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

Smith, P. B., Easterbrook, M. J., Koc, Y., Lun, V. M.-C., Papastylianou, D., Grigoryan, L., Torres, C., Efremova, M., Hassan, B., Abbas, A., Ahmad, A. H., al-Bayati, A., Selim, H. A., Anderson, J., Cross, S. E., Delfino, G. I., Gamsakhurdia, V., Gavreliuc, A., Gavreliuc, D., Gul, P., Günsoy, C., Hakobjanyan, A., Lay, S., Lpukhova, O., Hu, P., Sunar, D., Mendes Texeira, M.L., Tripodi, D., Diaz Rivera, P.E., van Osch, Y., Yuki, M., Ogusu, N., Jwantes, C.T., Diaz-Loving, R., Pérez-Floriano, L., Chaleeraktrakoon, T., & Chobthamkit, P. (2021). Is an Emphasis on Dignity, Honor and Face more an Attribute of Individuals or of Cultural Groups? Cross-Cultural Research, 55(2–3), 95–126. https://doi.org/10.1177/1069397120979571

Taut, S., & Lay, S. (2021). Is Validation a Luxury or an Indispensable Asset for Educational Assessment Systems? In: Manzi J., García M.R., Taut S. (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

Torres Irribarra, D., & Carrasco, D. (2021). Profiles of good citizenship. 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. Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5

Treviño, E., & Carrasco, D. (2021). Good Citizenship and Youth: Understanding Global, Contextual, and Conceptual Tensions. 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. 1–12). Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5_1

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

Treviño, E., Carrasco, D., Hornickel, N. L., & Zúñiga, C. G. (2021). A school effectiveness approach to good citizenship. 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 (Issue Sigel 1965). Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5

Treviño, E., Carrasco, D., Claes, E., & Kennedy, K. (2021). Good Citizenship for the Next Generation. Springer International Publishing. https://doi.org/10.1007/978-3-030-75746-5

Treviño E., Sandoval-Hernández A., Miranda D., Rutkowski D., Matta T. (2021) Invariance of Socioeconomic Status Scales in International Studies. In: Manzi J., García M.R., Taut S. (Eds.) Validity of Educational Assessments in Chile and Latin America. Springer, Cham. https://doi.org/10.1007/978-3-030-78390-7_10

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. P., 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., Kuhlman, M. D., Kyrtsis, A. A., Lay, S., Leonardelli, G. J., Li, N. P., Li, Y., Maciejovsky, B., Manesi, Z., Mashuri, A., Mok, A., Moser, K. S., Motak, L., Netedu, A., Pammi, C., Platow, M. J., Raczka, 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. (2021). Social Mindfulness and Prosociality Vary Across the Globe. Proceedings of the National Academy of Sciences, 118(35), e2023846118; https://doi.org/10.1073/pnas.2023846118

Brandt, M. J., Kuppens, T., Spears, R., Andrighetto, L., Autin, F., Babincak, P., Badea, C., Bae, J., Batruch, A., Becker, J. C., Bocian, K., Bodroža, B., Bourguignon, D., Bukowski, M., Butera, F., Butler, S. E., Chryssochoou, X., Conway, P., Crawford, J. T., Croizet, J-C., de Lemus, S., Degner, J., Dragon, P., Durante, F., Easterbrook, M. J., Essien, I., Forgas, J. P., González, R., Graf, S., Halama, P., Han, G., Hong, R. Y., Houdek, P., Igou, E. R., Inbar, Y., Jetten, J., Jimenez Leal, W., Jiménez-Moya, G., Kumar Karunagharan, J., Kende, A., Korzh, M., Laham, S. M., Lammers, J., Lim, L., Manstead, A. S. R., Međedović, J., Melton, Z. J., Motyl, M., Ntani, S., Owuamalam, C. K., Peker, M., Platow, M. J., Prims, J., Reyna, C., Rubin, M., Saab, R., Sankaran, S., Shepherd, L., Sibley, C. G., Sobkow, A., Spruyt, B., Stroebaek, P., Sümer, N., Sweetman, J., Teixeira, C. P., Toma, C., Ujhelyi, A., van der Toorn, J., van Hiel, A., Vásquez-Echeverría, A., Vazquez, A., Vianello, M., Vranka, M., Yzerbyt, V., & Zimmerman, J. L. (2020). Subjective status and perceived legitimacy across countries. European Journal of Social Psychology, 50(5), 921-942. https://doi.org/10.1002/ejsp.2694

Carrasco, D., Banerjee, R., Treviño, E., & Villalobos, C. (2020). Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America. Educational Psychology, 40(2), 186–206. https://doi.org/10.1080/01443410.2019.1699907

Escribano, R., Treviño, E., Nussbaum, M., Torres Irribarra, D., & Carrasco, D. (2020). How much does the quality of teaching vary at under-performing schools? Evidence from classroom observations in Chile. International Journal of Educational Development, 72. https://doi.org/10.1016/j.ijedudev.2019.102125

Gardiner, G., Lee, D.I., Baranski, E., Funder, D., & Members of the International Situations Project (Beramendi, M., Bastian, B., Neubauer, A., De Fruyt, F., Cortez, D., Roth, E., Torres, A., Zanini, D., Petkova, K., Tracy, J., Amiot, C., Pelletier-Dumas, M., González, R., …, Thi Thu Bui, H.) (2020). Happiness around the World: A Combined Etic-Emic Approach across 63 Countries. PLoS ONE, 15(12): e0242718. https://doi.org/10.1371/journal.pone.0242718

Hässler, T., Ullrich, J., Bernadino, M., Shnabel, N., Valdenegro, D., van Laar, C., Sebben, S., Visintin, E. P., Tropp, L., González, R., Abrams, D., Ditlmann, R., Selvanathan, H., von Zimmermann, J., Wright, S., Brankovic, M., Aydin A., Pasek, M., Pereira, A., Žeželj, I., Lantos, N., Sainz, M., Glenz, A., Oberpfalzerova, H., Bilewicz, M., Kende, A., Kuzawinska, O., Otten, S., Maloku, E., Gul, P., Noor, M., Pistella, J., Baiocco, R., Jelic, M., Osin, E., Baraket, O., Corklao Biruski, D., Cook, J., Dawood, M., Droogendyk, L., Herrera Loyo, A.,  Kelmendi, K., & Mugnol Ugarte, L. (2020). A large-scale test of the link between intergroup contact and support for social change. Nature Human Behaviour, 4, 380-386. 1. https://doi.org/10.1038/s41562-019-0815-z

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

Lee, D.I., Gardiner, G., Baranski, E., Members of the International Situations Project (Beramendi, M., Bastian, B., Neubauer, A., Cortez, D., Roth, E., Torres, A., Zanini, D., Petkova, K., Tracy, J., Amiot, C., Pelletier-Dumas, M., González, R., …, Thi Thu Bui, H.), & Funder, D.C. (2020). Situational experience around the world: A replication and extension in 62 countries. Journal of Personality, 88(6), 1091-1110. https://doi.org/10.1111/jopy.12558

Luengo, P., Jiménez-Moya, G., & González, R. (2020). Youth Civic Engagement: Challenges for Social Cohesion in Latin America. In C. Zúñiga y W. Lopez (Eds.), Political Psychology in Latin America. Psychological American Association.

Miranda, D., Castillo, J. C., & Sandoval-Hernández, A. (2020). Young Citizens Participation: Empirical Testing of a Conceptual Model. Youth & Society, 52(2), 251-271. https://doi.org/10.1177/0044118X17741024

Sandoval-Hernandez, A., & Carrasco, D. (2020). Analysing PIAAC Data with the IDB Analyzer (SPSS and SAS). In D. B. Maehler & B. Rammstedt (Eds.), Large-Scale Cognitive Assessment: Analysing PIAAC Data (Methodology of Educational Measurement and Assessment) (pp. 117–148). https://doi.org/10.1007/978-3-030-47515-4_6

Smith, P. B., Easterbrook, M. J., al-Selim, H., Lun, V. M. C., Koc, J., Gul, P., Papastylianou, D., Grigoryan, L., Torres, C., 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, D., Hakobjanyan, A., Lay, S., Lopukhova, O., Hu, P., Sunar, D., Mendes Texeira, M. L., Tripodi, D., Diaz Rivera, P. E., van Osch, Y., Yuki, M., Abbas, A., Ogusu, N., Kwantes, C. T., Diaz-Loving, R., Perez Floriano, L., Chaleeraktrakoon, T., & Chobthamkit, P. (2020). Sex Differences in Self-Construal and in Depressive Symptoms: Predictors of Cross-National Variation. Journal of Cross Cultural Psychology, 51(7-8), 616-635. https://doi.org/10.1177/0022022120939655

Zagefka, H., Moftizadeh, N., Barber, J., Lay, S., & Barn, R. (2020). “The Boat is full!”: Predictors of perceived migrant group size and perceived right to stay for immigrants (‘¡El barco está lleno!’: predictores del tamaño percibido de los grupos migrantes y de su derecho a residir en el país). International Journal of Social Psychology, 35, 492-525. https://www.doi.org/10.1080/02134748.2020.1783835

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

Lam, C.M. T., & Valencia, E. (2019). Retrospective Pretest and Counterfactual Self-Report: Different or Same? Journal of MultiDisciplinary Evaluation, 15(33), 37–53. https://journals.sfu.ca/jmde/index.php/jmde_1/article/view/575

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.

Manzi, J., García, M. R. & Taut, S. (2019). Validez de Evaluaciones Educacionales en Chile y Latinoamérica (pp. 37-62). Ediciones UC.

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.

Sprong, S., Jetten, J., Wang, Z., Peters, K., Mols, F., Verkuyten, M., Bastian, B., 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, Á., González, R., Hong, Y-Y., Høj Jensen, D., Jasinskaja-Lahti, I., Karasawa, M., Kessler, T., Klein, O., Lima, M., Mégevand, L., Morton, T., Paladino, P., Polya, T., Renvik, T. A., Ruza, A., Shahrazad, W., Shama, S., Smith, H. J., Torres, A. R., van der Bles, A. M., & Wohl, M.J.A. (2019). “Our Country Needs a Strong Leader Right Now”: Economic Inequality Enhances the Wish for a Strong Leader. Psychological Science, 30(11), 1625–1637. https://doi.org/10.1177/0956797619875472

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.

Treviño, E., Sandoval-Hernández. A., Miranda, D., Rutkowski, D., & Matta, T. (2019). Invarianza de las escalas de nivel socioeconómico en estudios internacionales. En J. Manzi, M. R. García, y S. Taut (Eds.). Validez de Evaluaciones Educacionales en Chile y Latinoamérica (pp. 301-328). Ediciones UC.

Valencia, E. (2019) Acquiescence, instructor’s gender bias and validity of student evaluation of teaching, Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2019.1666085

Valencia, E., Kluttig, M. & Rodríguez, B. (2019). ¿Cuán válidos son los resultados de las pruebas de conocimientos específicos y pedagógicos del sistema de desarrollo profesional docente en Chile? 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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Bruns, B., De Gregorio, S. & Taut, S. (2016). Measures of Effective Teaching in Developing Countries. Report for the Rockefeller Foundation (Gordon Brown Commission) & DfID (Research on Improving Systems of Education program), New York & Washington, D.C., USA.

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Tropp, L. R., O’Brien, T. C., González Gutierrez, R., Valdenegro, D., Migacheva, K., de Tezanos-Pinto, P., Berger, C. & Cayul, O. (2016), How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences Among Ethnic Minority and Majority Youth. Child Development, 87(5), 1436–1451. doi:10.1111/cdev.12608

Vignoles, V. L., Owe, E., Becker, M., Smith, P. B., Easterbrook, M., Brown., R., González, R., Didier, N., Carrasco, D., Cadena, M. P., Lay, S., Schwartz, S. J., Des Rosiers, S. E., Villamar, J. A., Gavreliuc, A., Zinkeng, M., Kreuzbauer, R., Baguma, P., Martin, M., Tatarko, A., Herman, G., de Sauvage, I., Courtois, M., Garðarsdóttir, R. B., Harb, C., Schweiger Gallo, I., Prieto Gil, P., Lorente Clemares, R., Campara, G., Nizharadze, G., Macapagal, M. E. J., Jalal, B., Bourguignon, D., Zhang, J., Lv, S., Chybicka, A., Yuki, M., Zhang, X., Espinosa, A., Valk, A., Abuhamdeh, S., Amponsah, B., Özgen, E., Güner, E. Ü., Yamakoğlu, N., Chobthamkit, P., Pyszczynski, T., Kesebir, P., Vargas Trujillo, E., Balanta, P., Cendales Ayala, B., Koller, S. H., Jaafar, J. L., Gausel, N., Fischer, R., Milfont, T. L., Kusdil, E., Çağlar, S., Aldhafri, S., Ferreira, M. C., Mekonnen, K. H., Wang, Q., Fülöp, M., Torres, A., Camino, L., Lemos, F. C. S., Fritsche, I.,  Möller, B., Regalia, C., Manzi, C., Brambilla, M., & Bond, M. H. (2016). Beyond the ‘East-West’ dichotomy: Global variation in cultural models of selfhood. Journal of Experimental Psychology: General, 145(8), 966-1000. doi: 10.1037/xge0000175

Alves, F., Elacqua, G., Koslinki, M., Martinez, M., Santos, H., & Urbina, D. (2015). Winners and losers of school choice: Evidence from Rio de Janeiro, Brazil and Santiago, Chile. International Journal of Educational Development, 41, 25-34. https://doi.org/10.1016/j.ijedudev.2014.12.004

Alves, F., Regis, A., & Fish, G. (2015). Educação pública no Rio de Janeiro, novas questões à vista. In A. Cavalieri & A. O. Gonçalves (Eds.), Escolhas por estabelecimentos escolares: efeitos das características da família e do contexto de moradia. Rio de Janeiro: MAUAD Editora.

Castillo, J. C., Palacios, D., Joignant, A., & Tham, M. (2015). Inequality, Distributive Justice and Political Participation: An Analysis of the Case of Chile. Bulletin of Latin American Research, 34, 486-502. https://doi.org/10.1111/blar.12369

Gazmuri, C., Manzi, J., & Paredes, R. (2015). Disciplina, clima y desempeño escolar en Chile. Revista CEPAL, 115, 115-128.

González, R., Carvacho, H. & Gerber, M. (2015). Relaciones Intergrupales. In J.M. Sabucedo y J.F. Morales (Eds.). Psicología Social (pp. 275-295). Madrid: Editorial Médica Panamericana.

Jiménez, D., & Taut, S. (2015). Bildung in Lateinamerika: Strukturen, Entwicklungen, Herausforderungen. In V. Oelsner & C. E. Richter (Eds.), Das Bildungssystem Chiles unter besonderer Berücksichtigung der Rolle der Lehrerinnen und Lehrer als Schlüssel der Bildungsqualität. Berlin: Waxman-Verlag.

Palacios, D., & Berger, C. (2015). Are good students desirable friends? Evidence for friendship selection among elementary students. Estudios de Psicología, 36(2), 496-508. https://doi.org/10.1080/02109395.2015.1028729

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