D. Martinot

发表

Contextual Influences in the Relationships Between Academic Standing and Academic Self-Beliefs

Patrick Chambres, D. Martinot, 1999 .

Use of the Self-Concept in Forming Preferences by French Students of Different Levels of Academic Achievement

J. Monteil, D. Martinot, 2000, The Journal of social psychology.

Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students

Célia Maintenant, D. Martinot, Sonya Yakimova, 2022, Frontiers in Psychology.

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.

Culture, gender, and the self: variations and impact of social comparison processes.

Serge Guimond, Armand Chatard, Vincent Yzerbyt, 2007, Journal of personality and social psychology.

Social comparison, self-stereotyping, and gender differences in self-construals.

Serge Guimond, Armand Chatard, A. Chatard, 2006, Journal of personality and social psychology.

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

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

Virtues of a Hardworking Role Model to Improve Girls’ Mathematics Performance

Catherine Verniers, D. Martinot, C. Bagès, 2016 .

What is the best model for girls and boys faced with a standardized mathematics evaluation situation: a hardworking role model or a gifted role model?

D. Martinot, C. Bagès, 2011, The British journal of social psychology.

Minimizing a sexist act and derogating the female victim: To be or not to be in the same boat?

D. Martinot, Sandrine Redersdorff, Anne-Laure Hernandez, 2015, L’Année psychologique.

DO WOMEN EXPECT FROM A FEMALE OBSERVER WHEN THEY CLAIM TO BE A VICTIM OF SEXISM ?

D. Martinot, B. Pascal, Sandrine Redersdorff, 2015 .

Being outperformed in an intergroup context: the relationship between group status and self-protective strategies.

D. Martinot, Sandrine Redersdorff, 2009, The British journal of social psychology.

Ingroup Versus Outgroup Comparisons and Self-Esteem: The Role of Group Status and Ingroup Identification

D. Martinot, S. Guimond, Sandrine Redersdorff, 2002 .

WHEN GIRLS EVALUATE THEMSELVES BETTER THAN BOYS IN MINORITY GROUPS : ROLE OF THE PERFORMANCE CONTEXT

D. Martinot, Michel Désert, Sandrine Redersdorff, 2008 .

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.

School as a Zero-Sum Game between Boys and Girls: Gender differences in perceptions

D. Martinot, Alyson Sicard, 2018 .

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.

Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls

D. Martinot, Michel Désert, 2007 .

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

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

French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

D. Martinot, C. Bagès, Michel Désert, 2012 .

The feminization of school hypothesis called into question among junior and high school students.

Catherine Verniers, D. Martinot, Benoît Dompnier, 2016, The British journal of educational psychology.

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 .

Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence

F. Tougas, N. Rinfret, Ann M. Beaton, 2020, Social Psychology of Education.

The academic self-schema: An experimental illustration

J. Monteil, D. Martinot, 1995 .

Gender Gap in Parental Leave Intentions: Evidence from 37 Countries

Maria Giuseppina Pacilli, Joel R. Anderson, Teri A. Kirby, 2023, Political Psychology.

Characteristics expected in fields of higher education and gender stereotypical traits related to academic success: a mirror effect

Catherine Verniers, D. Martinot, 2015 .

Impact of comparisons with out‐group members on women's self‐esteem: Role of the stereotypical connotation of the performance context

D. Martinot, Sandrine Redersdorff, 2003 .

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.

Perception of students' intelligence malleability and potential for future success: Unfavourable beliefs towards girls.

Catherine Verniers, D. Martinot, 2015, The British journal of educational psychology.

French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

D. Martinot, C. Bagès, Michel Désert, 2011, Sex Roles.

The impact of thinking about group-based disadvantages or advantages on women's well-being: An experimental test of the rejection-identification model

N. Branscombe, D. Martinot, Sandrine Redersdorff, 2004 .

When Girls Evaluate Themselves Better Than Boys in Minority Situations: Role of The Performance Context.

D. Martinot, Michel Désert, Sandrine Redersdorff, 2008 .

The academic success of boys and girls as an identity issue in gender relations: when the most threatened is not the one expected

Marie-Christine Toczek-Capelle, D. Martinot, Alyson Sicard, 2021, The Journal of social psychology.

Characteristics expected in fields of higher education and gender stereotypical traits related to academic success: a mirror effect

Catherine Verniers, D. Martinot, 2015, Social Psychology of Education.

The effects of solo status on women’s and men’s success: The moderating role of the performance context

D. Martinot, Marie-Laure Viallon, 2009 .

The feminization of school hypothesis called into question among junior and high school students.

Catherine Verniers, D. Martinot, Benoît Dompnier, 2016, The British journal of educational psychology.

‘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.

Social comparisons across cultures II: Change and stability in self-views experimental evidence.

M. Conway, A. Chatard, R. Crisp, 2006 .