Browsing by Author "Miranda, Daniel"

Now showing 1 - 6 of 6
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    A longitudinal study of the bidirectional causal relationships between online political participation and offline collective action
    (PERGAMON-ELSEVIER SCIENCE LTD, 2021) Chayinska, Maria; Miranda, Daniel; Gonzalez, Roberto
    The longitudinal causal relationships between individuals' online and offline forms of civic participation requires further understanding. We provide a robust test of four competing theoretical perspectives to establish the direction of causality between online political participation and offline collective action as well as the persistence of their longitudinal effects. Two longitudinal panel studies were conducted in the socio-political context of Chile. Study 1 involved university students (a 2-year, 5-wave longitudinal study, N wave 1 = 1221, N wave 2 = 954, N wave 3 = 943, N wave 4 = 905, and N wave 5 = 786) and Study 2 used a nationally representative sample of adults (a 3-year, 3-wave longitudinal study, N wave 1 = 2927, N wave 2 = 2473 and N wave 3 = 2229). Results from both studies supported the spillover perspective compellingly showing that offline participation fostered subsequent online collective action over time, whereas the reverse causal path from online political participation and offline collective action was consistently non-significant. In Study 2, previous offline collective action predicted increased online participation after controlling for the effects of age, gender, and educational level. The need for further fine-grained longitudinal research on the causal relations between offline and online collective action is discussed.
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    Authoritarianism, Social Dominance and Trust in Public Institutions
    (2011) Castillo Valenzuela, Juan Carlos; Miranda, Daniel; Torres Nuñez, Pablo Enrique; Pontificia Universidad Católica de Chile. Facultad de Ciencias Sociales. Escuela de Psicología; Centro de Medición MIDE UC
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    Educación, equidad y creencias distributivas: Evidencias del caso chileno
    (2013) Castillo Valenzuela, Juan Carlos; Madero Cabib, Ignacio; Miranda, Daniel
    Durante el año 2011, Chile fue lugar de una serie de manifestaciones estudiantiles que demandabanmayor equidad en el acceso a la educación superior. La alta aprobación ciudadana de estas demandas (llegando a un 89%) parece sugerir la existencia de un gran consenso acerca de la debilidad delmodelo educacional que existe en Chile, el que no cumpliría los tradicionales ideales de meritocraciay movilidad social que fundan los sistemas educativos en sociedades modernas. En este contexto,una pregunta que permanece abierta es en qué medida estas demandas por un sistema educacionalmás equitativo están principalmente influidas por ideales de equidad distributiva, o si más bien ellasresponden a diferentes motivos racionales asociadas a condiciones socio-económicas de los individuos. Utilizando datos del módulo de inequidad social del International Social Survey Program(ISSP) de 2009, esta investigación analiza percepciones y creencias distributivas respecto al sistemaeducativo así como el modo en que ellas están influidas por variables educacionales y de ingreso,usando un modelo de ecuaciones estructurales. Los resultados revelan la presencia de diferenciassocioeconómicas en relación a la justicia del sistema educativo, cuestionando el supuesto de unconsenso normativo.
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    Good 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
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    Measurement model and invariance testing of scales measuring egalitarian values in ICCS 2009
    (2018) Miranda Fuenzalida, Daniel Andrés; Castillo Valenzuela, Juan Carlos; Sandoval-Hernández, Andrés; Isac, Maria Magdalena; Miranda, Daniel
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    The role of classroom discussion
    (2018) Carrasco Ogaz, Diego Alonso; Torres Irribarra, David; Sandoval-Hernández, Andrés; Isac, Maria Magdalena; Miranda, Daniel