Browsing by Author "Carrasco, Diego"
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- ItemConclusion: Citizenship Norms Endorsement Among Grade 8 Students(Springer, Cham, 2021) Treviño Villarreal, Juan Ernesto; Carrasco, Diego; Claes, Ellen; Kennedy, Kerry J.; Treviño Villarreal, Juan Ernesto; Carrasco, Diego; Claes, Ellen; Kennedy, Kerry J.This chapter presents the main findings concerning citizenship norms among young adolescents using IEA’s International Civic and Citizenship Education Study (ICCS) 2016 data. It discusses the results and their main implications for research. Advice for policy and practice is provided. In general, the analyses show that, internationally, most young people are classified in the comprehensive, socially-engaged, or duty-based profiles, which theoretically are more aligned with democratic systems. The endorsement of certain citizenship norms does not automatically guarantee that comprehensive, socially-engaged, and duty-based young people score high on all democratic outcomes, such as support towards equality of rights for minority groups or anti-authoritarianism. Monitorial and anomic groups are overall less frequently found among young adolescents. Analytically, the use of multigroup latent class models allows us to show that citizenship norms are an international phenomenon and can be investigated regionally. Finally, we discuss the implication of the results for future research. Given current worldwide challenges, what is citizenship in an interconnected world?
- ItemCulture and the Distinctiveness Motive: Constructing Identity in Individualistic and Collectivistic Contexts(AMER PSYCHOLOGICAL ASSOC, 2012) Becker, Maja; Vignoles, Vivian L.; Owe, Ellinor; Brown, Rupert; Smith, Peter B.; Easterbrook, Matt; Herman, Ginette; de Sauvage, Isabelle; Bourguignon, David; Tones, Ana; Camino, Leoncio; Silveira Lemos, Flavia Cristina; Cristina Ferreira, M.; Koller, Silvia H.; Gonzalez, Roberto; Carrasco, Diego; Paz Cadena, Maria; Lay, Siugmin; Wang, Qian; Bond, Michael Harris; Vargas Trujillo, Elvia; Balanta, Paola; Valk, Aune; Mekonnen, Kassahun Habtamu; Nizharadze, George; Fueloep, Marta; Regalia, Camillo; Manzi, Claudia; Brambilla, Maria; Harb, Charles; Aldhafri, Said; Martin, Mariana; Macapagal, Ma Elizabeth J.; Chybicka, Aneta; Gavreliuc, Alin; Buitendach, Johanna; Schweiger Gallo, Inge; Ozgen, Emre; Guner, Ulku E.; Yamakoglu, NilThe motive to attain a distinctive identity is sometimes thought to be stronger in, or even specific to, those socialized into individualistic cultures. Using data from 4,751 participants in 21 cultural groups (18 nations and 3 regions), we tested this prediction against our alternative view that culture would moderate the ways in which people achieve feelings of distinctiveness, rather than influence the strength of their motivation to do so. We measured the distinctiveness motive using an indirect technique to avoid cultural response biases. Analyses showed that the distinctiveness motive was not weaker and, if anything, was stronger-in more collectivistic nations. However, individualism collectivism was found to moderate the ways in which feelings of distinctiveness were constructed: Distinctiveness was associated more closely with difference and separateness in more individualistic cultures and was associated more closely with social position in more collectivistic cultures. Multilevel analysis confirmed that it is the prevailing beliefs and values in an individual's context, rather than the individual's own beliefs and values, that account for these differences.
- ItemGlobal citizenship and youth: Profiles of perception of global threats(Routledge, 2022) Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Villalobos, Cristóbal; Carrasco, Diego; Morel, Maria Jesús; Miranda, Catalina; Rocuant, AdolfoThis study investigates the perception of global threats among young people. Using data from the 2016 International Civics and Citizenship Study and applying a latent class analysis technique, the chapter classifies students according to their perceptions on global threats in three dimensions: (1) environmental (pollution, climate change, and water shortages); (2) economic (global financial crises, energy shortages, poverty, unemployment, and food shortages); and, (3) sociopolitical (crime, violent conflict, terrorism, overpopulation, and infectious diseases). The results show that students can be categorized into five classes: (a) aware: students who are quite aware of all the threats posed to them in the survey; (b) unaware: students who consider the threats to the future, except for pollution, as mostly not important; (c) aware but conflict senseless: students who consider most of the global threats as important, except for crime, violent crime, and unemployment; (d) aware but climate change and overpopulation senseless: students who consider most of the global threats as important, except for overpopulation and climate change; and, (e) pollutionists: students who consider pollution as important. These classes are comparable across countries, and important regional differences are discussed.
- ItemGood Citizenship for the Next Generation : A Global Perspective Using IEA ICCS 2016 Data(IEA, 2021) Treviño, Ernesto; Carrasco, Diego; Villalobos, Cristóbal; Morel, María Jesús; Torres Irribarra, David; López Hornickel, Natalia; Zúñiga, Carmen Gloria; Miranda, Daniel; Miranda, Catalina; Muñoz, Loreto; Pavón Mediano, Andrés; Isac, María Magdalena; Claes, Ellen; Sandoval Hernández, Andrés; Savvides, Nicola; Kennedy, Kerry J.; Kuang, Xiaxoue; Kuang, Xiaoxue; Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; Claes, Ellen; Kennedy, Kerry J.This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law
- ItemTeacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system(2022) Órdenes, Miguel; Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Carrasco, Diego; Pontificia Universidad Católica de Chile. Centro de Medición MIDE UC; Pontificia Universidad Católica de Chile. Centro de Justicia Educacional; Universidad Diego PortalesThis study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile