Céline Darnon

Céline Darnon
Université Clermont Auvergne | Univ BPC · UFR Psychologie, Sciences Sociales, Sciences de l’'Education

About

113
Publications
55,118
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2,606
Citations
Citations since 2016
41 Research Items
1610 Citations
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Introduction
Skills and Expertise

Publications

Publications (113)
Article
Background: We investigated the link between the endorsement of self-enhancement values (e.g., ambition, influence, authority, social power) and school achievement (i.e., grades). Aim: Adopting an intersectional framework, we argued that the link may be qualified by both students’ gender and their parents’ education level. We hypothesized that dep...
Article
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Educational institutions are imbued with an institutional meritocratic discourse: only merit counts for academic success. In this article, we study whether this institutional belief has an impact beyond its primary function of encouraging students to study. We propose that belief in school meritocracy has broader societal impact by legitimizing the...
Article
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“Jigsaw” is a peer learning procedure derived from social i nterdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an efficient way to promote learning, empirical research testing its e...
Article
The present research investigates economic insecurity as one potential determinant of citizens’ compliance to restrictive policies implemented to combat the spread of the COVID-19 virus. Two pre-registered studies (NStudy 1 = 305; NStudy 2 = 175) were conducted in France during the second and the third wave of the pandemic to test correlational (St...
Preprint
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Even though the meritocratic ideal is rarely fully attained in educational institutions, students’, teachers’, and parents’ belief that schools are meritocratic engines that maintain the legitimacy of these educational institutions. In this article, we study the belief in school meritocracy beyond the educational context and explore its pernicious...
Article
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The COVID-19 pandemic deeply affected how schools and families functioned through most of 2020. In particular, school closures meant parents took on a more central role in their children’s learning. This study analyzed social class variations in the quantity and quality of homeschooling during the lockdown. Through an online questionnaire, 360 pare...
Article
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There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal...
Article
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Background: A growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. Howe...
Article
Long-term memory of a stimulus is likely to be better when individuals are tested on the stimulus than when they merely restudy it. This “testing effect” suggests tests could be used in real classroom contexts to improve students’ academic performance. However, real classroom contexts can be regarded as evaluative contexts which might change the me...
Article
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The Covid-19 crisis has many characteristics susceptible to emphasize gendered prescriptions. In the present research, we argue that the Covid-19 crisis should promote citizenship behaviors (CB) consistent with gender stereotypes. Two pre-registered experiments were conducted during lockdown in France (Study 1) and United Kingdom (Study 2). We mani...
Article
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This study investigates young people’s awareness of gender differences in achievement and their reversal between educational and occupational contexts. Girls are generally more academically successful than boys but men still enjoy a superior position in the professional world. The present study therefore aimed to determine whether students were awa...
Article
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Cette recherche étudie le lien entre orientation politique et attitude vis-à-vis d’une nouvelle méthode pédagogique. Des parents d’élèves ont lu la description d’une nouvelle méthode pédagogique et ont rapporté leur intérêt dans cette méthode ainsi que leur soutien à sa mise en place dans l’école de leurs enfants. En fonction de la condition expéri...
Poster
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We performed a meta-analysis of 20 recent studies testing for the effects of the Jigsaw classroom on learning. An overall positive and large effect size was obtained but with a notably high heterogeneity across studies. Asymmetry tests and moderation analyses suggest the Jigsaw effect might have been overestimated, particularly amongst studies cond...
Article
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Pour faire face à la crise du COVID-19 qui a secoué le monde au printemps 2020, la fermeture des écoles s'est imposée, en France comme dans de nombreux autres pays. Avec la fermeture des écoles, les supports d'apprentissage sont fournis par les enseignant·es mais il convient aux parents d'accompagner les enfants dans leur réalisation. En outre, ave...
Article
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Recent research has shown that lower social class students are more likely to endorse performance-avoidance goals (i.e., the fear of performing poorly) than higher-class students, particularly in situations of success (Jury, Smeding, Court & Darnon, 2015). The purpose of the present research is, first, to test the upward mobility process as a moder...
Article
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Although overall women are better represented in higher education than men, women's psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mism...
Poster
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Les rapports PISA continuent de rapporter des inégalités de réussite scolaire dues au statut socioéconomique (SSE, OECD, 2018; Piff, Kraus, & Keltner, 2018). D’après la théorie du « décalage culturel », les individus de classes populaires peuvent se retrouver en rupture avec les normes individualistes transmises par l’institution scolaire et le soi...
Article
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Abundant research has shown that the endorsement of performance-avoidance goals in academic contexts is associated with negative outcomes, including poor academic achievement. The present study tests students’ social class as a moderator of the relationship between performance-avoidance goals and achievement. Two hundred thirty students (106 lower-...
Article
Abundant research has shown that the endorsement of performance–avoidance goals in academic contexts is associated with negative outcomes, including poor academic achievement. The present study tests students’ social class as a moderator of the relationship between performance–avoidance goals and achievement. Two hundred thirty students (106 lower-...
Article
Full-text available
Sociocognitive conflict arises when people hold different views or ideas about the same object, and it has the potential to promote learning, cognitive development, and positive social relations. The promotion of these outcomes, however, depends on how the conflict is regulated and with what goals: Mastery goals predict epistemic conflict regulatio...
Article
Low socioeconomic status (SES) students have a lower sense of belonging to college than high SES students. Due to the importance of sense of belonging in the college pathway, understanding the reason for this relation is particularly important. Here, we argue that in addition to having less access to resources, low SES students in the college conte...
Presentation
Full-text available
Ces résultats alimentent l’idée selon laquelle la crainte du processus de mobilité est l’un des mécanismes étant à l’origine des difficultés rencontrées par les élèves de bas statut en contexte académique.
Article
Compared with lower status individuals, higher status individuals are particularly likely to endorse approach (vs. avoidance) forms of motivation—notably, performance-approach goals (e.g., seeking to demonstrate superior competence) rather than performance-avoidance goals (e.g., seeking not to demonstrate inferior competence). In the present paper,...
Article
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Background: Previous research has shown that, when succeeding in higher education, first-generation (FG) students endorse more performance-avoidance goals (i.e., the fear of performing poorly) than continuing-generation (CG) students. Aims: In this study, individual mobility is examined as a predictor of performance-avoidance goal endorsement. I...
Article
In the educational system, social inequalities are reproduced and legitimated. As a consequence, the implementation of interventions that reduce the SES achievement gap in education may face important ideological barriers. The purpose of the present paper is to test the belief in school meritocracy as one of these barriers. In three studies, partic...
Article
Although approach forms of achievement goals (mastery and performance goals) have been shown to predict academic achievement in college, recent research underscores that these associations are rather weak and not consistently observed. The present study tests students’ social class (in the present research, generational status) as a moderator of th...
Article
Meritocratic ideology can promote system justification and the perpetuation of inequalities. The present research tests whether priming merit in the school context enhances the effect of socioeconomic status (SES) on school achievement. French fifth graders read a text priming either school merit or a neutral content, reported their French and math...
Poster
Full-text available
Developing and sustaining students’ motivation to learn represents an essential educational challenge for teachers, parents, and policy-makers alike, because this motivation should foster learning and achievement. Although it has been assumed that the motivation to learn – or mastery (approach) goal endorsement – and to perform better than others –...
Poster
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A l‘université, les étudiants de PG (les étudiants n’ayant pas de parent diplômé de l’enseignement supérieur) font face à de nombreux obstacles comparativement aux étudiants de GC (les étudiants dont au moins un des deux parents est diplômé du supérieur). Notamment, les étudiants de PG qui réussissent à l’Université adoptent plus de buts de perform...
Article
The extent to which response distortion – such as social desirability responding (SDR) – is present in self–report measures is an issue of concern and debate in personality research, as it may seriously impact such measures' psychometric indices. The present research aimed at using the social value framework to shed new light on SDR in self–report...
Article
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According to the recent research, the educational system fulfills both an educational function (i.e., teaching and training students) and a selection function (i.e., determining students’ future position in the social hierarchy), particularly in higher education. It has been argued that in the university system the selection function provides a soc...
Article
The economic decline of the Great Recession has increased the need for a university degree, which can enhance individuals’ prospects of obtaining employment in a competitive, globalized market. Research in the social sciences has consistently demonstrated that students with low socio-economic status (SES) have fewer opportunities to succeed in univ...
Article
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Due to gender socialization, girls are more likely compared to boys to endorse self-transcendence values (e.g., helping people), whereas boys are more likely compared to girls to endorse self-enhancement values (e.g., wanting to be in charge). In two studies, we investigated teachers’ judgment regarding the display of these values in school and stu...
Article
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The present studies aim to compare the cultural values promoted by the French educational system and the Turkish families living in France to their youngsters. Because of their collectivist background Turkish immigrants may convey less individualistic values to their children compared to French parents and teachers. However, Turkish students may be...
Article
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In primary school, learning fractions is a central mathematical objective. However, the mastery of basic procedures involving fractions presents a difficulty for many students. The aim of the current intervention is to introduce structured cooperative learning as a means to improve students’ learning, particularly for average achievers. Previous re...
Article
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The belief that, in school, success only depends on will and hard work is widespread in Western societies despite evidence showing that several factors other than merit explain school success, including group belonging (e.g., social class, gender). In the present paper, we argue that because merit is the only track for low status students to reach...
Article
Recent research has shown that, in a University context, mastery goals are highly valued, and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which c...
Article
Full-text available
Recent research has shown that, in a university context, mastery goals are highly valued and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which ca...
Article
Full-text available
Previous research has largely documented that socioeconomic status (SES) is a strong and consistent predictor of pupils’ school performance in several countries. In this research, we argue that children internalize the SES achievement gap in the form of a lower/higher sense of school self-efficacy. In two studies, teenaged students’ (Study 1) and c...
Article
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According to recent research, university not only has the role to educate and train students, it also has the role to select the best students. We argue that this function of selection disadvantages first-generation students, in comparison with continuing-generation students. Thus, the mere activation of the function of selection should be sufficie...
Article
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Despite the fact that most competence-relevant settings are socially relevant settings, the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance-goals are conc...
Article
Full-text available
Among the antecedents of achievement goal endorsement in sports, competition is a consistent predictor of other-approach goal endorsement (trying to perform better than other players). However, most of this previous research was conducted in a context implying a strong focus on normative social comparison. We argue that in other competitive context...
Chapter
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The last decades have seen striking progress in girls’ education and females are now doing as well as or better than males on numerous indicators. Paradoxically, the gender hierarchy in higher education remains. Indeed, female students, compared to male students, are still underrepresented in the fields of education leading to the more "profitable"...
Article
Full-text available
Socio-cognitive conflict has been defined as a situation of confrontation with a disagreeing other. Previous research suggests that individuals can regulate conflict in a relational way, namely by focusing on social comparison between relative levels of competences. Relational conflict regulation has been described as yielding particularly negative...
Article
Background Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. AimThe present study tested the effectiveness of a mastery-oriented asse...
Article
Full-text available
In spite of official intentions to reduce inequalities at University, students' socio-economic status (SES) is still a major determinant of academic success. The literature on the dual function of University suggests that University serves not only an educational function (i.e., to improve students' learning), but also a selection function (i.e., t...
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Additional Methodological Statistical Information. (DOCX)
Article
The present research was designed to document the relationship between mastery and performance goals and attitudes toward helping others, and to test the mediating role of self-efficacy. Two experiments (Studies 1 and 2) showed that students with mastery goals hold stronger positive attitudes toward helping peers, relative to students with performa...
Article
Full-text available
The use of grades to motivate constitutes an unresolved theoretical controversy. In 2 experiments carried out with different age groups and academic tracks, a standard-grade condition was compared with a condition in which differential scoring engendered higher grades and with a no-grade condition. The relative power of task performance and task au...
Article
Full-text available
Research on achievement goal promotion at University has shown that performance-approach goals are perceived as a means to succeed at University (high social utility) but are not appreciated (low social desirability). We argue that such a paradox could explain why research has detected that performance-approach goals consistently predict academic g...
Article
Full-text available
This research examines the impact of same-sex versus opposite-sex social comparisons on the perception of one’s own abilities at school and subsequent reported marks and academic choices. During their final year, male and female high school students were asked to describe themselves either in comparison with boys in their class, in comparison with...
Article
Research on achievement goals usually defines mastery goals as the desire to acquire knowledge, and performance goals as the desire to outperform (or not to underperform) others. Educational contexts are most of the time social contexts, involving various persons and groups, of various hierarchical positions, and various cultural and ideological co...
Article
Full-text available
Can teenagers’ self-efficacy be improved in a short time? Previous research has shown the positive effect of cooperative learning methods, including “jigsaw classrooms” (Aronson and Patnoe, 1997), on various outcomes (e.g., the liking of school, self-esteem, and reduction of prejudices). The present practice report investigated the effects of jigsa...
Book
Full-text available
Pendant longtemps l’évaluation des connaissances dans l’éducation a été considérée comme un instrument de mesure de l’acquisition des connaissances. Cependant, plus récemment, plusieurs travaux ont montré que les formes les plus courantes d’évaluation, notamment la plupart des systèmes de notes, focalisent l’attention des élèves davantage sur la co...
Chapter
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Socio-Cognitive ConflictTwo Forms of Conflict RegulationsTwo Goals Predicting Conflict RegulationsTwo Functions of Educational OrganisationsConclusions AcknowledgementsReferences
Article
The current article presents an overview of recent research into social outcomes that accompany the pursuit of achievement goals. On the basis of investigations in various subdisciplines of psychology, we conclude that mastery goals—striving to improve one’s own performance—lead to investments in exchange relationships, endorsement of reciprocity n...
Article
Full-text available
Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for soc...
Conference Paper
This is an old conference paper. More recent research on this topic can be found in: Butera, F., Sommet, N., & Darnon, C. (2019). Sociocognitive conflict regulation: how to make sense of diverging ideas. Current Direction in Psychological Science, 28, 145–151. https://doi.org/10.1177/0963721418813986
Conference Paper
Full-text available
Whereas the cognitive processes and effects of collaborative learning have been intensively studied within the Learning Sciences, little attention has been paid to the way motivational and emotional factors may affect them. In this symposium, we present recent findings from three independent lines of research that focus on the way motivation and af...
Article
Full-text available
Research on achievement goals has demonstrated that mastery goals positively impact achievement-related outcomes, but paradoxically hold an inconsistent relation with academic achievement. We hypothesized that this relationship depends on the reason why students endorse mastery goals--namely, to garner teachers' appreciation (social desirability) o...
Article
Full-text available
Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict it. Because prior classroom research has primarily utilized multiple-choice exam performance, the...
Article
Full-text available
The present research examines the ambivalence of achievement goal promotion at university, and more specifically in the psychology curriculum. On the one hand, psychology teachers explicitly encourage mastery but not performance (neither approach nor avoidance) goals. On the other hand, the selection process encourages the endorsement of not only m...
Article
Full-text available
Les recherches sur le conflit sociocognitif (confrontation de points de vue entre partenaires) peuvent être utiles pour comprendre l’apprentissage dans les contextes collectifs. Cette synthèse présente les conditions qui rendent les conflits constructifs, inefficaces ou délétères pour l’apprentissage, à partir de travaux empiriques qui se sont souv...
Article
Previous research has shown that low competence sources, compared to highly competent sources, can exert influence in aptitudes tasks in as much as they induce people to focus on the task and to solve it more deeply. Two experiments aimed at testing the coordination between self and source's problem solving strategies as a main explanation of such...
Article
Full-text available
This article presents advice for teachers about using sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disrup-tive are examined and the relevant research is reviewed on social development, cooperative learning, and social influence. Two types of conflict elab...