Fabrizio Butera
Fabrizio Butera
Professor of Social Psychology - University of Lausanne, Switzerland
Verified email at - Homepage
Cited by
Cited by
Why grades engender performance-avoidance goals: The mediating role of autonomous motivation.
C Pulfrey, C Buchs, F Butera
Journal of Educational Psychology 103, 683–700, 2011
Achievement goals in social interactions: Learning with mastery vs. performance goals
C Darnon, F Butera, JM Harackiewicz
Motivation and Emotion 31, 61-70, 2007
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, 119-134, 2009
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), 766-776, 2006
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
Trust predicts COVID-19 prescribed and discretionary behavioral intentions in 23 countries
S Pagliaro, S Sacchi, MG Pacilli, M Brambilla, F Lionetti, K Bettache, ...
PloS one 16 (3), e0248334, 2021
Hidden profiles and concealed information: Strategic information sharing and use in group decision making
C Toma, F Butera
Personality and Social Psychology Bulletin 35 (6), 793-806, 2009
Conflict elaboration and cognitive outcomes
C Buchs, F Butera, G Mugny, C Darnon
Theory into practice 43 (1), 23-30, 2004
“Our country needs a strong leader right now”: Economic inequality enhances the wish for a strong leader
S Sprong, J Jetten, Z Wang, K Peters, F Mols, M Verkuyten, B Bastian, ...
Psychological science 30 (11), 1625-1637, 2019
Resource interdependence, student interactions and performance in cooperative learning
C Buchs, F Butera*, G Mugny
Educational psychology 24 (3), 291-314, 2004
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.
C Pulfrey, C Darnon, F Butera
Journal of Educational Psychology 105, 39-57, 2013
Buts d'accomplissement, stratégies d'étude, et motivation intrinsèque: présentation d'un domaine de recherche et validation française de l'échelle d'Elliot et McGregor (2001)
C Darnon, F Butera
L'année Psychologique 105, 105-131, 2005
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
Why neoliberal values of self-enhancement lead to cheating in higher education: A motivational account
C Pulfrey, F Butera
Psychological science 24 (11), 2153-2162, 2013
Revisiting the measurement of anomie
A Teymoori, J Jetten, B Bastian, A Ariyanto, F Autin, N Ayub, C Badea, ...
PloS one 11 (7), e0158370, 2016
The focusing effect of self-evaluation threat in coaction and social comparison.
D Muller, F Butera
Journal of Personality and Social Psychology 93 (2), 194-211, 2007
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
Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage
C Buchs, C Darnon, A Quiamzade, G Mugny, F Butera
Revue Française de Pédagogie., 105-125, 2008
Majority and minority influence, task representation and inductive reasoning
F Butera, G Mugny, P Legrenzi, JA Pérez
British Journal of Social Psychology 35 (1), 123-136, 1996
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
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