InstitucionesPeriodo de publicación recogido
|
|
|
Do jigsaw classrooms improve learning outcomes?: Five experiments and an internal meta-analysis
Arnaud Stanczak, Céline Darnon, Anaïs Robert, Marie Demolliens, Camille Sanrey, Pascal Bressoux, Pascal Huguet, Céline Buchs, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 6, 2022, págs. 1461-1476
Error handling in the classroom: An experimental study of teachers’ strategies to foster positive error climate
Annalisa Soncini, M. C. Matteucci, Fabrizio Butera
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 36, Nº 3, 2021, págs. 719-738
Frédérique Autin, Anatolia Batruch, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 4, 2019, págs. 717-735
The good cheat: Benevolence and the justification of collective cheating
Caroline Pulfrey, Kevin Durussel, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 6, 2018, págs. 764-784
Grades degrade group coordination: Grades dedeteriorated interactions and performance in a cooperative motor task
Anne Sophie Hayek, Claudia Toma, Sofia Guidotti, Dominique Oberlé, Fabrizio Butera
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 32, Nº 1, 2017, págs. 97-112
To confirm or to conform? Performance goals as a regulator of conflict with more-competent others
Nicolas Sommet, Céline Darnon, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 2, 2015, págs. 580-598
Assessing does not mean threatening: The purpose of assessment as a key determinant of girls' and boys' performance in a science class
Carine Souchal, Marie-Christine Toczek, Céline Darnon, Annique Smeding, Fabrizio Butera, Delphine Martinot
British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2014, págs. 125-136
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation
Caroline Pulfrey, Céline Darnon, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 39-57
Le traitement motivé de l�information dans la prise de décision en groupe: le cas du paradigme des « profils cachés »
Claudia Toma, Dimitri Vasiljevic, Dominique Oberlé, Maria Augustinova, Fabrizio Butera
Année psychologique, ISSN 0003-5033, Vol. 112, Nº. 4, 2012, págs. 663-693
Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning?
Céline Buchs, Ingrid Gilles, Marion Dutrévis, Fabrizio Butera
British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2011, págs. 135-146
Why grades engender performance-avoidance goals: The mediating role of autonomous motivation
Caroline Pulfrey, Fabrizio Butera, Céline Buchs
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 683-700
The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.
Céline Darnon, Benoît Dompnier, Ophélie Gilliéron, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 1, 2010, págs. 212-222
Céline Darnon, Fabrizio Butera, Gabriel Mugny, Alain Quiamzade, Chris S. Hulleman
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 24, Nº 4, 2009, págs. 423-434
Céline Buchs, Fabrizio Butera
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 24, Nº 2, 2009 (Ejemplar dedicado a: Social dynamics in judgement and performance in academic settings / Céline Buchs (ed. lit.), Armand Chatard (ed. lit.), Olivier Desrichard (ed. lit.)), págs. 145-154
Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage
Céline Buchs, Céline Darnon, Alain Quiamzade, Gabriel Mugny, Fabrizio Butera
Revue française de pédagogie, ISSN 0556-7807, Nº. 163, 2008 (Ejemplar dedicado a: La culture des élèves: enjeux et questions), págs. 105-125
Dealing with a disagreeing partner: Relational and epistemic conflict elaboration
Céline Darnon, Sébastien Doll, Fabrizio Butera
European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 3, 2007, págs. 227-242
Mastery and performance goals predict epistemic and relational conflict regulation
Céline Darnon, Dominique Muller, Sheree M. Schrager, Nelly Pannuzzo, Fabrizio Butera
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 4, 2006, págs. 766-776
Buts de performance et de maîtrise et interactions sociales entre étudiants: la situation particulière du désaccord avec autrui
Céline Darnon, Céline Buchs, Fabrizio Butera
Revue française de pédagogie, ISSN 0556-7807, Nº. 155, 2006, págs. 35-44
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)
Céline Darnon, Fabrizio Butera
Année psychologique, ISSN 0003-5033, Vol. 105, Nº. 1, 2005, págs. 105-131
Comparaisons sociales des compétences et dynamiques d'influence sociale dans les tâches d'aptitudes
Gabriel Mugny, Fabrizio Butera, Alain Quiamzade, Agatta Dragulescu, Alexander Tomei
Année psychologique, ISSN 0003-5033, Vol. 103, Nº. 3, 2003, págs. 469-496
Influencing people's (negative) attitudes towards active minorities: the case of femenist movements
Fabrizio Butera, Jean Pierre Vernet, Jorge Vala
Majority and minority influence: Societal Meaning and Cognitive Elaboration / Stamos Papastamou (ed. lit.), Antonis Gardikiotis (ed. lit.), Gerasimos Prodromitis (ed. lit.), 2017, ISBN 9781138954946, págs. 158-172
Esta página recoge referencias bibliográficas de materiales disponibles en los fondos de las Bibliotecas que participan en Dialnet. En ningún caso se trata de una página que recoja la producción bibliográfica de un autor de manera exhaustiva. Nos gustaría que los datos aparecieran de la manera más correcta posible, de manera que si detecta algún error en la información que facilitamos, puede hacernos llegar su Sugerencia / Errata.
© 2001-2024 Fundación Dialnet · Todos los derechos reservados