Caroline Pulfrey

Publications | Mémoires et thèses

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14 publications

2022 | 2021 | 2020 | 2018 | 2017 | 2014 | 2013 | 2011 | 2010 | 2009 |
2022
Understanding motivation for implementing cooperative learning methods: a value-based approach.
Filippou D., Buchs C., Quiamzade A., Pulfrey C., 2022. Social psychology of education, 25 (1) pp. 169-208. Peer-reviewed.
[URN][DOI][WoS][Pmid][serval:BIB_511823AC491E]
2021
Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change
Butera Fabrizio, Batruch Anatolia, Autin Frédérique, Mugny Gabriel, Quiamzade Alain, Pulfrey Caroline, 2021/01. Social Issues and Policy Review, 15 (1) pp. 323-355.
[URN][DOI][WoS][serval:BIB_8718754DCB07]
2020
Après la Note : Effets Psychosociaux de L'Evaluation Normative
Butera Fabrizio, Batruch Anatolia, Pulfrey Caroline, Autin Frédérique, Toma Claudia, 2020/12/30. dans Dans N. Younès, C. Gremion et E. Sylvestre (dir.), Evaluations, sources de synergies ? Entre normalisation, contrôle et développement formatif., Paris: Presses de l’ADMEE-Europe.
[URN][serval:BIB_CF4103BDBEB4]
2018
The good cheat: Benevolence and the justification of collective cheating.
Pulfrey Caroline, Durussel Kevin, Butera Fabrizio, 2018/08. Journal of Educational Psychology, 110 (6) pp. 764-784. Peer-reviewed.
[URN][DOI][WoS][serval:BIB_6BCF39EF1B6B]
2017
 
Power poses – where do we stand?
Jonas Kai J., Cesario Joseph, Alger Madeliene, Bailey April H., Bombari Dario, Carney Dana, Dovidio John F., Duffy Sean, Harder Jenna A., van Huistee Dian et al., 2017/01/02. Comprehensive Results in Social Psychology, 2 (1) pp. 139-141.
[DOI][serval:BIB_760302760444]
 
Real and imagined power poses: Is the physical experience necessary after all?
Bombari D., Schmid Mast Marianne, Pulfrey Caroline, 2017. Comprehensive Results in Social Psychology. Peer-reviewed.
[serval:BIB_A7BC5E6C4E4D]
2014
Performance goals in conflictual social interactions: Toward the distinction between two modes of relational conflict regulation
Sommet N., Darnon C., Mugny G., Quiamzade A., Pulfrey C., Dompnier B., Butera F., 2014. British Journal of Social Psychology, 53 (1) pp. 134-153. Peer-reviewed.
[URN][DOI][serval:BIB_BF3D29E9CC56]
2013
Autonomy and Task Performance: Explaining the Impact of Grades on Intrinsic Motivation
Pulfrey C., Darnon C., Butera F., 2013. Journal of Educational Psychology, 105 (1) pp. 39-57. Peer-reviewed.
[URN][DOI][WoS][serval:BIB_329F6E130355]
Did my M.D. really go to university to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning
Sommet N., Pulfrey C., Butera F., 2013. PLoS ONE, 8 (12) pp. nn. Peer-reviewed.
[URN][DOI][WoS][serval:BIB_47AFBEFC2888]
Why neo-liberal values of self-enhancement lead to cheating in higher education: A motivational account
Pulfrey C., Butera F., 2013. Psychological Science, 24 (11) pp. 2153-2162. Peer-reviewed.
[URN][DOI][WoS][serval:BIB_3D8DF75BDF6E]
2011
 
Promotion de soi et triche
Pulfrey C., 2011/07. pp. 177-186 dans Butera F., Buchs C., Darnon C. (eds.) L'évaluation, une menace ?, PUF.
[serval:BIB_0D8599F5AD06]
Why Grades Engender Performance Avoidance Goals: The Mediating Role of Autonomous Motivation
Pulfrey C., Buchs C., Butera F., 2011. Journal of Educational Psychology, 103 pp. 683-700. Peer-reviewed.
[URN][serval:BIB_F48003927A2A]
2010
Competitive conflict regulation and informational dependence in peer learning
Buchs C., Pulfrey C., Gabarrot F., Butera F., 2010. European Journal of Social Psychology, 40 (3) pp. 418-435. Peer-reviewed.
[URN][DOI][serval:BIB_CADB279A77D8]
2009
Achievement Goal Promotion at University: Social Desirability and Social Utility of Mastery and Performance Goals
Darnon C., Dompnier B., Delmas F., Pulfrey C., Butera F., 2009. Journal of Personality and Social Psychology, 96 (1) pp. 119-134. Peer-reviewed.
[URN][serval:BIB_66C3DBF871C4]
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