Céline Darnon

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Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

Céline Darnon, Fabrizio Butera, F. Butera, 2002 .

Conflict Elaboration and Cognitive Outcomes

Céline Darnon, Fabrizio Butera, Gabriel Mugny, 2004 .

Toward a More Social Understanding of Achievement Goals

Céline Darnon, Céline Darnon, P. M. Poortvliet, 2010 .

Dealing with a disagreeing partner: Relational and epistemic conflict elaboration

Céline Darnon, Fabrizio Butera, F. Butera, 2007 .

Achievement goal promotion at university: social desirability and social utility of mastery and performance goals.

Céline Darnon, Fabrizio Butera, Florian Delmas, 2009, Journal of personality and social psychology.

Learning or Succeeding? Conflict Regulation With Mastery or Performance Goals

Céline Darnon, Fabrizio Butera, F. Butera, 2007 .

First-generation students’ underperformance at university: the impact of the function of selection

Céline Darnon, Annique Smeding, Mickaël Jury, 2015, Front. Psychol..

Achievement goals in educational contexts: A social psychology perspective

Céline Darnon, P. Marijn Poortvliet, Céline Darnon, 2012 .

To Confirm or to Conform? Performance Goals as a Regulator of Conflict with More Competent Others

N. Sommet, F. Butera, Céline Darnon, 2014 .

Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.

F. Butera, Céline Darnon, Caroline Pulfrey, 2013 .

Economic insecurity and compliance with the COVID‐19 restrictions

Céline Darnon, Alice Normand, M. Marot, 2021, European journal of social psychology.

Mastery and performance goals predict epistemic and relational conflict regulation

Céline Darnon, Fabrizio Butera, Dominique Muller, 2006 .

Belief in School Meritocracy and the Legitimization of Social and Income Inequality

J. Jetten, F. Butera, H. G. van de Werfhorst, 2021, Social Psychological and Personality Science.

The jigsaw technique and self-efficacy of vocational training students: a practice report

Céline Darnon, Céline Buchs, Delphine Desbar, 2012, European Journal of Psychology of Education.

From social class to self-efficacy: internalization of low social status pupils’ school performance

Céline Darnon, D. Martinot, S. Guimond, 2015, Social Psychology of Education.

Turning the gender tables: evidence of students’ awareness of a reversal in gender status between academic and occupational contexts

Céline Darnon, D. Martinot, J. Pironom, 2021, Social Psychology of Education.

Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment

M. Fayol, Céline Darnon, 2021, European Journal of Psychology of Education.

A Two-Sided Lockdown? Social Class Variations in the Implementation of Homeschooling During the COVID-19 Lockdown

Sébastien Goudeau, Céline Darnon, Camille Sanrey, 2021, Frontiers in Psychology.

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

Antony S. R. Manstead, Sébastien Goudeau, Céline Darnon, 2021, Nature Human Behaviour.

Belief in school meritocracy as a system-justifying tool for low status students

Silvia Krauth‐Gruber, Céline Darnon, Virginie Bonnot, 2015, Front. Psychol..

Structured Cooperative Learning as a Means for Improving Average Achievers' Mathematical Learning in Fractions

N. Sommet, D. Filippou, Céline Darnon, 2015 .

Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

P. Huguet, Nicolas Michinov, E. Michinov, 2021, Frontiers in Psychology.

The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality

Nicole M. Stephens, Céline Darnon, Mickaël Jury, 2017 .

When performance-approach goals predict academic achievement and when they do not: a social value approach.

F. Butera, Céline Darnon, Benoît Dompnier, 2013, The British journal of social psychology.

Faking the Desire to Learn

Céline Darnon, Fabrizio Butera, F. Butera, 2009, Psychological science.

Belief in school meritocracy as an ideological barrier to the promotion of equality

Céline Darnon, A. Smeding, Sandrine Redersdorff, 2018 .

Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging

A. Elliot, Céline Darnon, Mickaël Jury, 2019, Group Processes & Intergroup Relations.

From social class to self-efficacy: internalization of low social status pupils’ school performance

Céline Darnon, D. Martinot, S. Guimond, 2015 .

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

F. Butera, Céline Darnon, Benoît Dompnier, 2010 .

Improving Low Achievers’ Academic Performance at University by Changing the Social Value of Mastery Goals

F. Butera, Céline Darnon, Benoît Dompnier, 2015 .

Achievement Goals and Social Judgment: The Performance-Approach Goals Paradox

Céline Darnon, Fabrizio Butera, Florian Delmas, 2008 .

“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?

G. Mugny, A. Quiamzade, F. Butera, 2009 .

Toward a clarification of the effects of achievement goals

J. Harackiewicz, F. Butera, Céline Darnon, 2008 .

Higher and Lower Status Individuals’ Performance Goals: The Role of Hierarchy Stability

G. Mugny, A. Quiamzade, Céline Darnon, 2019, Motivation Science.

Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals

Céline Darnon, Mickaël Jury, Alisée Bruno, 2018, The British journal of educational psychology.

When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals

Céline Darnon, Mickaël Jury, A. Smeding, 2015 .

Achievement Goals in Educational Contexts: A Social

Céline Darnon, P. M. Poortvliet, Benoît Dompnier, 2012 .

When an academic culture based on self-enhancement values undermines female students’ sense of belonging, self-efficacy, and academic choices

Céline Darnon, D. Martinot, Alyson Sicard, 2020, The Journal of social psychology.

Understanding Positive Attitudes toward Helping Peers: The Role of Mastery Goals and Academic Self-Efficacy

Céline Darnon, P. M. Poortvliet, 2014 .

Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment

M. Fayol, Céline Darnon, 2021, European Journal of Psychology of Education.

The coordination of problem solving strategies: when low competence sources exert more influence on task processing than high competence sources.

G. Mugny, A. Quiamzade, Céline Darnon, 2008, The British journal of social psychology.

Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals

Céline Darnon, Fabrizio Butera, Judith M. Harackiewicz, 2007 .

Learning from Conflict

G. Mugny, F. Butera, Céline Darnon, 2012 .

The jigsaw technique and self-efficacy of vocational training students: a practice report

Céline Darnon, Céline Buchs, Delphine Desbar, 2012 .

When School and Family Convey Different Cultural Messages: The Experience of Turkish Minority Group Members in France

Céline Darnon, D. Martinot, Cristina Aelenei, 2016, Psychologica Belgica.

Turning the gender tables: evidence of students’ awareness of a reversal in gender status between academic and occupational contexts

Céline Darnon, D. Martinot, J. Pironom, 2021 .

Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

F. Butera, Céline Darnon, D. Martinot, 2014, The British journal of educational psychology.

A multilevel account of social value-related reasons behind mastery goals.

F. Butera, Céline Darnon, Benoît Dompnier, 2021, The British journal of educational psychology.

Boys, girls, and the school cultural environment: Teachers’ judgment and students’ values

Céline Darnon, D. Martinot, Cristina Aelenei, 2017, The Journal of social psychology.

The motivation to learn as a self-presentation tool among Swiss high school students : The moderating role of mastery goals' perceived social value on learning

F. Butera, B. Baumberger, Céline Darnon, 2015 .

Personal self and collective self: when academic choices depend on the context of social comparison

Céline Darnon, S. Guimond, Sébastien Chazal, 2012 .

The social utility of performance-approach goals in a selective educational environment

F. Butera, Céline Darnon, Benoît Dompnier, 2017 .

Reducing the Socio-Economic Status Achievement Gap at University by Promoting Mastery-Oriented Assessment

Marie-Christine Toczek-Capelle, F. Butera, Céline Darnon, 2013, PloS one.

Dealing with a Crisis: Does Covid-19 Promote Traditional Gender Roles?

Céline Darnon, D. Martinot, Alyson Sicard, 2021, Psychologica Belgica.

ALYSON SICARD SANDRINE REDERSDORFF CÉLINE DARNON

Céline Darnon, D. Martinot, Alyson Sicard, 2021 .

Expression of Concern Regarding Six Articles by Dr. Nicolas Guéguen

O. Klein, Céline Darnon, 2019, International Review of Social Psychology.

Why do high working memory individuals choke? : An examination of choking under pressure effects in math from a self-improvement perspective

N. Yperen, Céline Darnon, A. Smeding, 2015 .

Distinguishing the desire to learn from the desire to perform: The social value of achievement goals

Céline Darnon, P. Mollaret, Joanna Cohen, 2017, The Journal of social psychology.

Facing the risk of upward mobility: Performance-avoidance goals and social class among high-school students

Marie-Christine Toczek-Capelle, Céline Darnon, Alisée Bruno, 2020, The Journal of social psychology.

Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class

Marie-Christine Toczek-Capelle, Céline Darnon, Mickaël Jury, 2019, Social Psychology of Education.

Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class

Marie-Christine Toczek-Capelle, Céline Darnon, Mickaël Jury, 2019, Social Psychology of Education.

Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade

Céline Darnon, Mickaël Jury, Cristina Aelenei, 2018 .

Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade

Céline Darnon, Mickaël Jury, Cristina Aelenei, 2017, European Journal of Psychology of Education.

Individual differences in perceived social desirability of openness to experience: A new framework for social desirability responding in personality research

Céline Darnon, Benoît Dompnier, A. Smeding, 2017 .

Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference

Céline Darnon, Fabrizio Butera, Judith M Harackiewicz, 2006, Personality & social psychology bulletin.

Self-enhancement values and academic achievement: An interaction with students' parental level of education and gender?

Céline Darnon, D. Martinot, Mickaël Jury, 2022, The British journal of educational psychology.

Can tests improve learning in real university classrooms?

Céline Darnon, M. Izaute, M. Lamotte, 2021, Journal of Cognitive Psychology.

Performance goals in conflictual social interactions: towards the distinction between two modes of relational conflict regulation.

G. Mugny, A. Quiamzade, N. Sommet, 2014, The British journal of social psychology.

Sociocognitive Conflict Regulation: How to Make Sense of Diverging Ideas

N. Sommet, F. Butera, Céline Darnon, 2019, Current Directions in Psychological Science.

‘Where there is a will, there is a way’: Belief in school meritocracy and the social‐class achievement gap

Céline Darnon, D. Martinot, Benoît Dompnier, 2018, The British journal of social psychology.

Achievement Goals: A Social Influence Cycle.

F. Butera, Céline Darnon, Benoît Dompnier, 2023, Annual Review of Psychology.

Competitive and cooperative practices in education: How teachers’ beliefs in school meritocracy are related to their daily practices with students

Sébastien Goudeau, Céline Darnon, Mickaël Jury, 2023, Social Psychology of Education.

On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap.

Céline Darnon, Marie Crouzevialle, 2019, Journal of Educational Psychology.

Competence Assessment, Social Comparison and Conflict Regulation

F. Butera, Céline Darnon, 2017 .

Performance Goals Toward a More Social Understanding of Achievement Goals : The Interpersonal Effects of Mastery and

Céline Darnon, M. Poortvliet, 2010 .