Publications

Background Publications

Buchs, C., & Butera, F. (2004). Socio-cognitive conflict and the role of student interaction in learning. New Review of Social Psychology, 3, 80-87.

Buchs, C., & Butera, F. (2009). Is a partner’s competence threatening during dyadic cooperative work? It depends on resource interdependence. European Journal of Psychology of Education, 24, 145-154.

Buchs, C., Butera, F., & Mugny, G. (2004). Resource in(ter)dependence, student interactions and performance in cooperative learning. Educational Psychology, 24, 291-314.

Buchs, C., Butera, F., Mugny, G., & Darnon, C. (2004). Conflict resolution and cognitive outcomes. Theory into Practice, 43, 23-30.

Buchs, C., Darnon, C., Quiamzade, A., Mugny, G. & Butera, F. (2008). Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage. Revue Française de Pédagogie, 163, 105-125.

Buchs, C., Gilles, I., Dutrévis, M., & Butera, F. (2011). Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning? British Journal of Educational Psychology, 81, 135–146.

Buchs, C., Falomir, J.-M., Mugny, G., & Quiamzade, A. (2002). Significations des positions initiales des cibles et dynamiques d’influence sociale dans une tâche d’aptitude : l’hypothèse de correspondance. Nouvelle Revue de Psychologie Sociale, 1, 134-145.

Buchs, C., Pulfrey, C., Gabarrot, F. & Butera, F. (2010). Competitive conflict regulation and informational dependence in peer learning. European Journal of Social Psychology, 40, 418-435.

Butera, F., Caverni, J.P. & Rossi, S. (2005). Interaction with a High- versus Low-Competence Influence Source in Inductive Reasoning. Journal of Social Psychology, 145, 173-190.

Butera, F., & Mugny, G. (2001). Conflict and social influences in hypothesis testing. In C. K. W. De Dreu & N. K. De Vries (Eds.), Group consensus and minority influence implications for innovation (pp. 160-182). Oxford, UK: Blackwell.

Cavazza, N., & Butera, F. (2008). bending without breaking: Examining the role of attitudinal ambivalence in resisting persuasive communication. European Journal of Social Psychology, 38, 1-15.

Chatard, A., Selimbegovic, L., Konan, N. P., & Mugny, G. (2008). Performance boosts in the classroom: Stereotype endorsement and prejudice moderate stereotype lift. Journal of Experimental Social Psychology, 44, 1421-1424.

Darnon, C., & Butera, F. (2005). 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). L’Année Psychologique, 105, 105-131.

Darnon, C., & Butera, F. (2007). Learning or succeeding? Conflict regulation with mastery or performance goals. Swiss Journal of Psychology, 66, 145-152.

Darnon, C., Butera, F., & Harackiewicz, J. (2007). Achievement goals in social interactions: Learning with mastery vs. performance goals. Motivation and Emotion, 31, 61-70.

Darnon, C., Butera, F., & Mugny, G. (2008). Des conflits pour apprendre. Grenoble: Presses universitaires de Grenoble.

Darnon, C., Butera, F., Mugny, G., Quiamzade, A., & Hulleman, C. (2009). “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education, 24, 423-434.

Darnon, C., Doll, S., & Butera, F. (2007). Dealing with a disagreeing partner: relational and epistemic conflict elaboration. European Journal of Psychology of Education, 22, 227-242.

Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera, F. (2009). Achievement goal promotion at University: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96(1), 119-134.

Darnon, C., Dompnier, B., Gilliéron, O., & Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple goal perspective. Journal of Educational Psychology, 102, 212-222.

Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007). Performance-approach and performance-avoidance goals: When uncertainty makes a difference Personality and Social Psychology Bulletin, 33, 813-827.

Darnon, C., Muller, D., Schrager, S. M., Pannuzzo, N., & Butera, F. (2006). Mastery and performance goals predict epistemic and relational conflict regulation. Journal of Educational Psychology, 98, 766-776.

Doise, W., & Mugny, G. (1997). Psychologie sociale et développement cognitif (2ème Edition). Paris: Armand Colin.

Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and academic achievement. Psychological Science, 20, 939-943.

Dompnier, B., Darnon, C., Delmas, F., & Butera, F. (2008). Achievement goals and social judgment: The performance-approach goals paradox. International Review of Social Psychology, 21, 247-271.

Konan, N. P., Chatard, A., Selimbegović, L., & Mugny, G. (2010). Cultural diversity in the classroom and its effect on academic performance: A cross-national perspective. Social Psychology, 41, 230-237.

Konan, P., Chatard, A., Selimbegovic, L., Mugny, G., & Moraru, A. (2011). Deflecting stereotype threat through downward comparison: When comparison with immigrants boosts the performance of stigmatized native students. Social Justice Research, 24, 191-205.

Mugny, G., & Doise, W. (1979). Niveaux d’analyse dans l’étude expérimentale des processus d’influence sociale. Social Science Information, 18, 819-876.

Mugny, G., Butera, F., & Falomir, J. M. (2001). Social influence and threat in social comparison between self and source’s competence: Relational factors affecting the transmission of knowledge. In F. Butera & G. Mugny (Eds.), Social influence in social reality (pp. 225-247). Seattle, WA: Hogrefe & Huber.

Mugny, G., Butera, F., Quiamzade, A., Dragulescu, A., Tomei, A. (2003). Comparaisons sociales des compétences et dynamiques d’influence sociale dans les tâches d’aptitudes. Année Psychologique, 103 (3), 469-496.

Mugny, G., & Carugati, F. (1989). Social representations of intelligence. Cambridge: Cambridge University Press.

Mugny, G., Chatard, A., & Quiamzade, A. (2006). The social transmission of knowledge at the university: Teaching style and epistemic dependence. European Journal of Psychology of Education, 21 (4), 413-427.

Mugny, G., Sanchez-Mazas, M., Roux, P., & Pérez, J. A. (1991). Independence and interdependence of group judgements : xenophobia and minority influence. European Journal of Social Psychology, 21, 213-223.

Muller, D., Atzeni, T., & Butera, F. (2004). Coaction and upward social comparison reduce illusory conjunction effect: Some support for distraction-conflict theory. Journal of Experimental Social Psychology, 40, 659-665.

Muller, D., & Butera, F. (2007). The focusing effect of self-evaluation threat in coaction and social comparison. Journal of Personality and Social Psychology, 93, 194-211.

Poortvliet, M. & Darnon, C. (2010). Towards a more social understanding of achievement goals: The interpersonal effects of mastery and performance goals. Current Directions in Psychological Science, 19, 324-328.

Pulfrey, C., Buchs, C., & Butera, F. (2011). Why grades engender performance avoidance goals: The mediating role of perceived autonomy. Journal of Educational Psychology, 103, 683–700.

Pulfrey, C., Darnon, C., & Butera, F. (2012). Autonomy versus performance: Competing explanations for the impact of grading on intrinsic motivation. Journal of Educational Psychology.

Quiamzade, A. (2007). Imitation and performance in confrontations between competent peers: The role of the representation of the task. European Journal of Psychology of Education, 22, 243-258.

Quiamzade, A., & Mugny, G. (2001). Social influence dynamics in aptitude tasks. Social Psychology of Education, 4, 311-334.

Quiamzade, A., & Mugny, G. (2009). Social influence and threat in confrontations between competent peers. Journal of Personality and Social Psychology, 97, 652-666.

Quiamzade, A., Mugny, G., & Chatard, A. (2009). When teaching style matches students’ epistemic (in)dependence: The moderating effect of perceived epistemic gap. European Journal of Psychology of Education, 24 (3), 361-371.

Quiamzade, A., Mugny, G., Dragulescu, A., Buchs, C. (2003). Interaction styles and expert social influence. European Journal of Psychology of Education, 18 (4), 389-404.

Selimbegovic, L., Quiamzade, A., Chatard, A., Mugny, G., & Fluri, D. (2007). Competence Conflict, Counterfactual Thinking and Performance. Swiss Journal of Psychology, 66, 153-161.

Toma, C., & Butera, F. (2009). Hidden profiles and concealed information: Strategic information sharing and use in group decision making. Personality and Social Psychology Bulletin, 35, 793-806.