Darnon, Céline

Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference

Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007) · Personality and Social Psychology Bulletin

Education, Achievement, and GiftednessSport Psychology and Performance

Cited by 151

From social class to self-efficacy: internalization of low social status pupils’ school performance

Wiederkehr, V., Darnon, C., Chazal, S., Guimond, S., & Martinot, D. (2015) · Social Psychology of Education

Education, Achievement, and GiftednessSchool Choice and Performance

Cited by 122

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon, C., Dompnier, B., Gilliéron, O., & Butera, F. (2010) · Journal of Educational Psychology

Education, Achievement, and GiftednessMotivation and Self-Concept in Sports

Cited by 97

Belief in school meritocracy as a system-justifying tool for low status students

Wiederkehr, V., Bonnot, V., Krauth-Gruber, S., & Darnon, C. (2015) · Frontiers in Psychology

Social and Intergroup PsychologySocial Power and Status Dynamics

Cited by 92

‘Where there is a will, there is a way’: Belief in school meritocracy and the social‐class achievement gap

Darnon, C., Wiederkehr, V., Dompnier, B., & Martinot, D. (2018) · British Journal of Social Psychology

Education, Achievement, and GiftednessSchool Choice and Performance

Cited by 46