| Year |
Citation |
Score |
| 2021 |
Filippou D, Buchs C, Quiamzade A, Pulfrey C. Understanding motivation for implementing cooperative learning methods: a value-based approach. Social Psychology of Education : An International Journal. 25: 169-208. PMID 35462796 DOI: 10.1007/s11218-021-09666-3 |
0.742 |
|
| 2020 |
Butera F, Batruch A, Autin F, Mugny G, Quiamzade A, Pulfrey C. Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change Social Issues and Policy Review. 15: 323-355. DOI: 10.1111/sipr.12072 |
0.73 |
|
| 2019 |
Pulfrey CJ, Vansteenkiste M, Michou A. Under Pressure to Achieve? The Impact of Type and Style of Task Instructions on Student Cheating. Frontiers in Psychology. 10: 1624. PMID 31474895 DOI: 10.3389/fpsyg.2019.01624 |
0.362 |
|
| 2018 |
Buchs C, Filippou D, Pulfrey C. Reducing Threat in Cooperative Learning: The Role of Decentering International Review of Social Psychology. 31. DOI: 10.5334/IRSP.16 |
0.692 |
|
| 2018 |
Pulfrey C, Durussel K, Butera F. The good cheat: Benevolence and the justification of collective cheating. Journal of Educational Psychology. 110: 764-784. DOI: 10.1037/Edu0000247 |
0.627 |
|
| 2017 |
Buchs C, Filippou D, Pulfrey C, Volpé Y. Challenges for cooperative learning implementation: reports from elementary school teachers Journal of Education For Teaching. 43: 296-306. DOI: 10.1080/02607476.2017.1321673 |
0.721 |
|
| 2015 |
Pulfrey C, Butera F. When and why people don’t accept cheating: self-transcendence values, social responsibility, mastery goals and attitudes towards cheating Motivation and Emotion. 40: 438-454. DOI: 10.1007/S11031-015-9530-X |
0.684 |
|
| 2014 |
Sommet N, Darnon C, Mugny G, Quiamzade A, Pulfrey C, Dompnier B, Butera F. Performance goals in conflictual social interactions: towards the distinction between two modes of relational conflict regulation. The British Journal of Social Psychology / the British Psychological Society. 53: 134-53. PMID 23106097 DOI: 10.1111/Bjso.12015 |
0.659 |
|
| 2013 |
Sommet N, Pulfrey C, Butera F. Did my M.D. really go to University to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning. Plos One. 8: e84178. PMID 24376794 DOI: 10.1371/Journal.Pone.0084178 |
0.762 |
|
| 2013 |
Pulfrey C, Butera F. Why neoliberal values of self-enhancement lead to cheating in higher education: a motivational account. Psychological Science. 24: 2153-62. PMID 24058068 DOI: 10.1177/0956797613487221 |
0.668 |
|
| 2013 |
Pulfrey C, Darnon C, Butera F. Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. Journal of Educational Psychology. 105: 39-57. DOI: 10.1037/A0029376 |
0.711 |
|
| 2011 |
Pulfrey C, Buchs C, Butera F. Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. Journal of Educational Psychology. 103: 683-700. DOI: 10.1037/A0023911 |
0.753 |
|
| 2010 |
Buchs C, Pulfrey C, Gabarrot F, Butera F. Competitive conflict regulation and informational dependence in peer learning European Journal of Social Psychology. 40: 418-435. DOI: 10.1002/Ejsp.631 |
0.744 |
|
| 2009 |
Darnon C, Dompnier B, Delmas F, Pulfrey C, Butera F. Achievement goal promotion at university: social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology. 96: 119-34. PMID 19210069 DOI: 10.1037/A0012824 |
0.762 |
|
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