Persona: Vázquez Botana, Alexandra
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0000-0002-6040-9102
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Vázquez Botana
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Alexandra
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Publicación Autoconcepto e Identidad Social(Sanz y Torres, 2023) Vázquez Botana, AlexandraA lo largo de este capítulo hemos profundizado en las bases psicosociales del autoconcepto y la identidad. La fascinante reflexividad de la mente humana nos permite recabar conocimiento sobre nosotros mismos accediendo a nuestros pensamientos privados y observando y analizando nuestro comportamiento como si fuéramos observadores externos. No obstante, el modo en que nos vemos y nos presentamos ante los demás se construye de manera dialéctica, en interacción con otras personas que nos sirven de referencia para la comparación, nos evalúan y nos proporcionan información sobre nosotros mismos. La búsqueda de autoconocimiento se ve afectada por distintos motivos en función de la situación. En ocasiones, deseamos obtener una visión positiva de nosotros mismos, mientras que en otras preferimos confirmar nuestro autoconcepto aunque este sea desfavorable. La valoración que hacemos de nuestro autoconcepto, la autoestima, depende por una parte de lo capaces y efectivos que nos sintamos para controlar nuestro entorno, pero también del grado en que percibamos que los demás nos aceptan y apoyan. Afortunadamente, disponemos de un abanico de estrategias de autopresentación que nos permiten influir en la impresión que los demás se forman de nosotros en función de las metas que persigamos en cada situación. En la última parte del capítulo, nos hemos ocupado de aquella parte de la identidad que depende de nuestras pertenencias grupales. Las teorías que han abordado esta cuestión distinguen entre la identidad personal, que engloba las características que nos hacen únicos como individuos, y la identidad social, que se refiere a aquella parte de nuestra identidad que viene determinada por nuestra pertenencia al grupo y por las consecuencias valorativas y afectivas de dicha pertenencia. No obstante, las teorías difieren en algunos aspectos, principalmente en la forma en que se relacionan ambos tipos de identidades. Mientras que el enfoque de la identidad social propugna la activación mutuamente excluyente de la identidad personal y la social (cuando un tipo de identidad se activa, la otra se desactiva), la teoría de la fusión sugiere que ambas identidades se mantienen activadas simultáneamente y motivan sinérgicamente el comportamiento en favor del grupo de las personas fusionadas. De acuerdo con el famoso poema de Donne, podemos afirmar que ningún hombre (ni ninguna mujer) es una isla. La visión que tenemos de nosotros mismos en la esfera pública y en la privada se ve permeada por la influencia a veces explícita, a veces implícita de los demás. En definitiva, en la construcción y en la presentación del yo convergen procesos de distinto carácter: individual, interpersonal, grupal y societal. La naturaleza interaccionista de la Psicología Social proporciona herramientas teóricas y metodológicas para aprehender la complejidad del yo.Publicación Psicología Social Volumen II(Sanz y Torres, 2023) Fernández Arregui, Saulo; Fernández Sedano, Iciar; Fuster Ruiz de Apodaca, María José; Lois García, David; Vázquez Botana, AlexandraPublicación Not all ballots should be considered equal: How education-based dehumanization undermines the democratic social contract(The British Psychological Society, 2023) Sainz Martínez, Mario; Vázquez Botana, AlexandraLess educated people are viewed negatively and their opinions are belittled in our society. Besides, along with other groups, they are underrepresented in the political arena which questions the legitimacy of democratic systems. Despite the existence of education-based devaluation, research on how people dehumanize individuals and groups with lesser education and minimize their democratic rights is scarce. In this project, we provide correlational evidence that less (vs. highly) educated individuals and groups are dehumanized (Study 1a, N = 304) and their democratic rights (voting, running for office) are questioned (Study 1b, N = 504). Furthermore, we identified that dehumanization tendencies of the less (vs. highly) educated targets predict support for denying them voting rights or the capability to run for public candidacies (Study 2, N = 447). Finally, an experimental study confirmed that the target's educational background influences attributions of humanity, which in turn seem to affect the denial of democratic rights to the target (Study 3, N = 470). These findings suggest that education- based dehumanization might undermine the inalienable democratic rights of lesser educated individuals and groups thus endangering the foundations of democratic systems.Publicación Resúmenes de Psicología Social (Criminología)(2024) Vázquez Botana, AlexandraPublicación Situational materialism increases climate change scepticism in men compared to women(Elsevier, 2021-09) Vázquez Botana, Alexandra; Larzabal Fernández, Aitor; Lois García, DavidMen appear to be more sceptical towards climate change and less pro-environmental than women. On the other hand, priming certain values (e.g., wealth) undermines support for pro-environmental behaviours. Based on these findings, we explored whether situational materialism may amplify the differences between women and men in scepticism towards climate change. In three experiments we presented participants with either images portraying luxury consumption or neutral images, and then we measured scepticism. Study 1 showed that men increased their scepticism over women when they were exposed to luxury consumption, but not to neutral images. Studies 2–3 replicated these results and further explored the influence of gender roles. Conformity to male roles was associated with greater scepticism in both studies, and such association was amplified by situational materialism, but only in Study 2. Thus, situational materialism in men and conformity to male roles, in general, might hamper the fight against climate change.Publicación Prejudice against members of a ridiculed working-class group(Wiley, 2020-03-09) Vázquez Botana, Alexandra; Lois García, DavidIn five experiments, we examined the stereotypes, emotions, and behavioural intentions associated with a Spanish working-class group, known as chonis. We described a student (Experiments 1–3) or job candidate (Experiments 4–5) and presented participants with a picture showing a woman characterized either as choni or posh (an upper-class group, Experiments 2–4) or with no picture (Experiments 1, 3–5). Depending on the condition, explicit information about her high social class (Experiment 1), performance (Experiment 3), or category (Experiment 5) was provided. Participants evaluated the candidate more negatively, felt less admiration, and were less willing to interact with her or to recommend her for a job when she was categorized as choni as compared to the other categories. These effects disappeared if the student/candidate had high socioeconomic status or performed excellently in the academic domain, but they were magnified for highly (vs. weakly) materialistic individuals. Class prejudice apparently has harmful effects on disadvantaged individuals, but can be mitigated by explicit information.Publicación Exposure to Motivational Messages Promotes Meritocratic Beliefs and an Individualistic Perception of Social Change(SAGE Publications, 2023-11-28) Vázquez Botana, Alexandra; Reyes Valenzuela, Carlos; Villagrán, Loreto; Lois García, DavidSome critics claim that the self-help industry legitimizes inequality by enhancing individualism and meritocratic beliefs. The present research aims to provide experimental support to these assumptions by exploring the effect of motivational messages on meritocratic beliefs and the perceived effectiveness of individual and collective action to promote social change toward equality and on collective action intentions. Across three experiments, 663 participants were exposed to motivational messages either by copying short quotes or watching a short video containing those same quotes. As compared with a control condition, exposure to motivational messages strengthened meritocratic beliefs and, in turn, increased the perceived effectiveness of individual action in promoting social change and undermined the perceived effectiveness of collective action and subsequently collective action intentions. These findings fuel the debate on the individualistic bias and meritocratic orientation of the self-help industry and highlight the need to analyze its impact on social and economic justice.Publicación How identity fusion predicts extreme pro-group orientations: A meta-analysis(Taylor & Francis Group, 2023-03-29) Hustad Varmann, Anders; Kruse, Line; Bierwiaczonek, Kinga; Gómez, Ángel; Vázquez Botana, Alexandra; R. Kunst, JonasResearchers have productively tested identity fusion theory, aiming to explain extreme pro-group orientations. However, the strength of effects, types of measurements, and study contexts have varied substantially. This first meta-analysis (90 studies from 55 reports, 106 effects, N = 36,880) supported four main conclusions based on the available literature: (1) identity fusion has a strong and positive but very heterogeneous relationship with extreme pro-group orientations; (2) its effect is significantly stronger than that of social identification; however, some evidence suggests that this difference is primarily observed in published rather than unpublished studies; (3) the verbal identity fusion scale has the best explanatory power; (4) identity fusion is most strongly associated with extreme collective action, followed by a willingness to sacrifice oneself, fight or die for the group, and outgroup hostility. We discuss the findings’ implication for identity fusion theory. Based on the literature’s limitations, we highlight avenues for future research.Publicación Strongly fused individuals feel viscerally responsible to self-sacrifice(The British Psychological Society, 2022-10) Chinchilla Calero, Juana Francisca; Vázquez Botana, Alexandra; Gómez Jiménez, ÁngelIdentity fusion is a visceral feeling of oneness that predicts extreme behaviour on behalf of the target of fusion. We propose that strongly fused individuals are characterized by feelings of visceral responsibility towards such target – unconditional, instinctive, and impulsive drive to care, protect and promote its well-being and interests – that motivates them to self-sacrifice. Two studies offered initial support when the target of fusion is an individual or a group (Studies 1a-1b). A final study added causal evidence that strongly fused learning that most ingroup members did not feel visceral responsibility towards the group expressed less willingness to self-sacrifice than those learning that ingroup members display high levels of visceral responsibility (Study 2). These findings offer novel evidence for the mechanisms underlying the effects of fusion on extreme behaviour on behalf of the target of fusion and the attenuation of its consequences.Publicación The role of subjective socioeconomic status in predicting academic performance: exploring the mediating influence of sense of belonging among students in a distance learning university(Cambridge University Press, 2024-03-07) Vázquez Botana, Alexandra; Alba Langreo, Beatriz; Lois García, David; García Ael, Mª Cristina; Bustillos López, AntonioBuilding upon existing research conducted in face-to-face universities, our research explored whether, in the context of a distance learning institution, the positive association between subjective socioeconomic status and academic performance can be explained by students’ sense of belonging. To that end, we conducted a three-wave correlational study with 2,261 students enrolled in Social Psychology in a distance learning university. At the start of the academic year, we measured participants’subjective socioeconomic status relative to other students alongside their initial expectations in terms of time investment and grades and other relevant covariates. Midway through the course, we assessed their sense of belonging to the university and, at the end, we recorded their grades. Results suggested that sense of belonging potentially serves as a mediating factor in the positive relationship between subjective socioeconomic status and grades even after accounting for variables like initial grade expectations, time commitment, gender, age, and employment situation. These findings emphasize the pivotal role of students’ psychological connection to the university in shaping their academic achievement, even within the expanding landscape of distance education.
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