Céline Darnon
Céline Darnon
Verified email at univ-bpclermont.fr
Cited by
Cited by
Achievement goals in social interactions: Learning with mastery vs. performance goals
C Darnon, F Butera, JM Harackiewicz
Motivation and Emotion 31 (1), 61-70, 2007
Mastery and performance goals predict epistemic and relational conflict regulation.
C Darnon, D Muller, SM Schrager, N Pannuzzo, F Butera
Journal of educational psychology 98 (4), 766, 2006
Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals.
C Darnon, B Dompnier, F Delmas, C Pulfrey, F Butera
Journal of personality and social psychology 96 (1), 119, 2009
Performance-approach and performance-avoidance goals: When uncertainty makes a difference
C Darnon, JM Harackiewicz, F Butera, G Mugny, A Quiamzade
Personality and Social Psychology Bulletin 33 (6), 813-827, 2007
Conflict elaboration and cognitive outcomes
C Buchs, F Butera, G Mugny, C Darnon
Theory into practice 43 (1), 23-30, 2004
The experience of low‐SES students in higher education: Psychological barriers to success and interventions to reduce social‐class inequality
M Jury, A Smeding, NM Stephens, JE Nelson, C Aelenei, C Darnon
Journal of Social Issues 73 (1), 23-41, 2017
Toward a more social understanding of achievement goals: The interpersonal effects of mastery and performance goals
PM Poortvliet, C Darnon
Current Directions in Psychological Science 19 (5), 324-328, 2010
Faking the desire to learn: A clarification of the link between mastery goals and academic achievement
B Dompnier, C Darnon, F Butera
Psychological science 20 (8), 939-943, 2009
The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.
C Darnon, B Dompnier, O Gilliéron, F Butera
Journal of Educational Psychology 102 (1), 212, 2010
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.
C Pulfrey, C Darnon, F Butera
Journal of Educational Psychology 105 (1), 39, 2013
“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?
C Darnon, F Butera, G Mugny, A Quiamzade, CS Hulleman
European Journal of Psychology of Education 24 (4), 423, 2009
Reducing the socio-economic status achievement gap at university by promoting mastery-oriented assessment
A Smeding, C Darnon, C Souchal, MC Toczek-Capelle, F Butera
PLoS One 8 (8), e71678, 2013
Des conflits pour apprendre
C Darnon, F Butera, G Mugny
Presses universitaires de Grenoble, 2008
Achievement goals in educational contexts: A social psychology perspective
C Darnon, B Dompnier, P Marijn Poortvliet
Social and Personality Psychology Compass 6 (10), 760-771, 2012
First-generation students’ underperformance at university: The impact of the function of selection
M Jury, A Smeding, C Darnon
Frontiers in Psychology 6, 710, 2015
Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage
C Buchs, C Darnon, A Quiamzade, G Mugny, F Butera
Revue française de pédagogie. Recherches en éducation, 105-125, 2008
Dealing with a disagreeing partner: Relational and epistemic conflict elaboration
C Darnon, S Doll, F Butera
European Journal of Psychology of Education 22 (3), 227-242, 2007
When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals
M Jury, A Smeding, M Court, C Darnon
Contemporary Educational Psychology 41, 25-36, 2015
L'évaluation, une menace?
F Butera, C Buchs, C Darnon
Lectures, Publications reçues, 2011
Epistemic and relational conflicts in sharing identical vs complementary information during cooperative learning.
C Darnon, C Buchs, F Butera
Swiss Journal of Psychology/Schweizerische Zeitschrift für Psychologie/Revue …, 2002
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