<p>La manera en que las personas y grupos explican la pobreza condiciona cómo se relacionan con ella. El presente trabajo indaga las explicaciones sobre el origen de la pobreza de estudiantes universitarios y analiza la relación de este posicionamiento con su área de formación profesional. Se administró un instrumento de evaluación que considera tres tipos de atribuciones -individualista, socioestructural y fatalista- a una muestra de 448 estudiantes universitarios avanzados de nueve carreras de ciencias sociales, con edades entre 19 y 42 años (<em>M</em> = 22,92; <em>DT</em> = 3,12). Los resultados obtenidos indican importantes variaciones en las explicaciones de la pobreza según área de formación profesional. Estudiantes de ciencias económicas enfatizaron la importancia de los factores individuales, estudiantes de psicología y abogacía tendieron a explicaciones mixtas y estudiantes de sociología mostraron una amplia preferencia por las causas socioestructurales. Se discuten las implicancias de los procesos atribucionales en las actuaciones de estos futuros profesionales hacia poblaciones en desventaja económica.</p>

This study aims to understand how willingness to help people in poverty and the agreement with providing government aid are connected to emotions and attributional processes, in a country with a high poverty rate such as Argentina. Differences in poverty attributions and emotions among self-reported social class are also analysed. A total sample of 331 secondary-school students completed self-administered questionnaires. Correlations and regression analyses showed that, whereas emotions such as compassion, empathy and pity seem to motivate helping behaviours, explanations as to the cause of poverty, rather than emotions, are closely associated with an agreement to providing government aid. However, low levels of anger seem to be required to endorse both helping behaviours and agreement to providing government aid. On the other hand, respondents who self-identify as belonging to upper classes report more anger and use fewer structural explanations to understand poverty than lower-classes respondents. We propose that future research analyse a greater variety of helping behaviours towards people in poverty and types of government intervention in the global south.

Objective. This article explored and compared social representations of nurses held by incoming and outgoing Nursing students in the Technical Nursing Program in San Juan, Argentina. Methods. Our research was descriptive and utilized the prototypicality method of analysis for social representations, from a structural approach. The sample was made up of 194 students (104 incoming and 90 outgoing), to whom we applied the word association technique for the term “nurse”. Results. Differences were found in the representations that incoming and outgoing students had. i) For incoming students: we observe a wide and general concept of a nurse, expressed in non-specific terms such as “health” in the central core, while for outgoing students the term “care” emerged; ii) We infer distancing from the hegemonic medical model on the part of outgoing students, as well as an emphasis on the relational, as terms such as “vocation”, “humanization”, “love” and “empathy” are evoked, while the term “illness” decreases; iii) We understand that outgoing students highlight their autonomy with respect to doctors and nursing as a profession with the term “professional” with no mention of “assistance”, “help” and “assistant”, terms which did appear with incoming students; iv) Outgoing students convey a sense of a nurse’s diverse roles that go beyond the hospital setting, as instead of mentioning “hospital” and “injection” like incoming students, they mention “prevention” and “research”. Conclusion. The comparison of representative structures held by incoming and outgoing students suggests a transformation of self-image through a process of academic education.How to cite this article: : Bastias F, Giménez I, Fabaro P, Ariza J, Caño-Nappa MJ. Social representations of nurses. Differences between incoming and outgoing Nursing students. Invest. Educ. Enferm. 2020; 38(1):e05.

It is crucial to understand why people comply with measures to contain viruses and their effects during pandemics. We provide evidence from 35 countries (Ntotal = 12,553) from six continents during the COVID-19 pandemic that the social perception of key protagonists on two basic dimensions of social perception – warmth and competence – played a crucial role in shaping pandemic-related behaviors. Firstly, heads of state, physicians, and protest movements were universally identified as key protagonists across countries. Secondly, the social perception of these and other protagonists differed significantly within and between countries across warmth and competence. Thirdly, warmth and competence perceptions of heads of state, physicians, and protest movements translated into support and opposition intentions, containment and prevention behaviors, as well as vaccination uptake. Our results have important implications for designing effective interventions to motivate desirable health outcomes and coping with future health crises and other global challenges.