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Can an early mathematical intervention boost the progress of children in kindergarten?: A field experiment
Céline Darnon, Michel Fayol
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 37, Nº 1, 2022, págs. 1-18
Do jigsaw classrooms improve learning outcomes?: Five experiments and an internal meta-analysis
Arnaud Stanczak, Céline Darnon, Anaïs Robert, Marie Demolliens, Camille Sanrey, Pascal Bressoux, Pascal Huguet, Céline Buchs, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 6, 2022, págs. 1461-1476
On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap
Marie Crouzevialle, Céline Darnon
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 7, 2019, págs. 1261-1272
Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals
Mickaël Jury, Alisée Bruno, Céline Darnon
British journal of educational psychology, ISSN 0007-0998, Vol. 88, Nº. 4, 2018, págs. 659-674
Céline Darnon, Mickaël Jury, Cristina Aelenei
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 33, Nº 4, 2018, págs. 713-726
To confirm or to conform? Performance goals as a regulator of conflict with more-competent others
Nicolas Sommet, Céline Darnon, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 2, 2015, págs. 580-598
Assessing does not mean threatening: The purpose of assessment as a key determinant of girls' and boys' performance in a science class
Carine Souchal, Marie-Christine Toczek, Céline Darnon, Annique Smeding, Fabrizio Butera, Delphine Martinot
British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2014, págs. 125-136
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation
Caroline Pulfrey, Céline Darnon, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 39-57
The jigsaw technique and self-efficacy of vocational training students: a practice report
Céline Darnon, Céline Buchs, Delphine Desbar
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 27, Nº 3, 2012, págs. 439-449
The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.
Céline Darnon, Benoît Dompnier, Ophélie Gilliéron, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 1, 2010, págs. 212-222
Céline Darnon, Fabrizio Butera, Gabriel Mugny, Alain Quiamzade, Chris S. Hulleman
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 24, Nº 4, 2009, págs. 423-434
Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage
Céline Buchs, Céline Darnon, Alain Quiamzade, Gabriel Mugny, Fabrizio Butera
Revue française de pédagogie, ISSN 0556-7807, Nº. 163, 2008 (Ejemplar dedicado a: La culture des élèves: enjeux et questions), págs. 105-125
Dealing with a disagreeing partner: Relational and epistemic conflict elaboration
Céline Darnon, Sébastien Doll, Fabrizio Butera
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 3, 2007, págs. 227-242
Mastery and performance goals predict epistemic and relational conflict regulation
Céline Darnon, Dominique Muller, Sheree M. Schrager, Nelly Pannuzzo, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 4, 2006, págs. 766-776
Buts de performance et de maîtrise et interactions sociales entre étudiants: la situation particulière du désaccord avec autrui
Céline Darnon, Céline Buchs, Fabrizio Butera
Revue française de pédagogie, ISSN 0556-7807, Nº. 155, 2006, págs. 35-44
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)
Céline Darnon, Fabrizio Butera
Année psychologique, ISSN 0003-5033, Vol. 105, Nº. 1, 2005, págs. 105-131
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