Nicolas Sommet
University of Lausanne
Competence (human resources)Social classMental healthDevelopmental psychologySocial psychology (sociology)Mathematics educationSelf-determination theoryPsychologyNeed for achievementInterpersonal communicationSelfSocializationPerceptionTest (assessment)Context (language use)Open dataCompetition (economics)Academic achievementCompliance (psychology)Social utilityGeneral psychologyObject (philosophy)Demographic economicsPhenomenonEconomic inequalityCoping (psychology)GerontologySocial psychology
26Publications
8H-index
260Citations
Publications 25
Newest
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Davide Morselli (UNIL: University of Lausanne)H-Index: 17
This piece is meant to help you understand and master two-level linear modeling in an accessible, swift, and fun way (while being based on rigorous and up-to-date research). It is divided into four parts: null null PART 1 presents the three key principles of two-level linear modeling. null PART 2 presents a three-step procedure for conducting two-level linear modeling using SPSS, Stata, R, or Mplus (from centering variables to interpreting the cross-level interactions). null PART 3 presents the ...
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#1Young-Ju Kim (Sogang University)H-Index: 7
#2Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
Last. Dario Spini (UNIL: University of Lausanne)H-Index: 19
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Trust is the social glue that holds society together. The academic consensus is that trust is weaker among lower-class individuals and in unequal regions/countries, which is often considered a thre...
1 CitationsSource
#1Annahita Ehsan (UNIL: University of Lausanne)H-Index: 2
#2Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
Last. Dario Spini (UNIL: University of Lausanne)H-Index: 19
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1 CitationsSource
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Andrew J. Elliot (UR: University of Rochester)H-Index: 109
Last. Kennon M. Sheldon (MU: University of Missouri)H-Index: 91
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#1Léïla Eisner (UNIL: University of Lausanne)H-Index: 2
#2Dario Spini (UNIL: University of Lausanne)H-Index: 19
Last. Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
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#1Jonathan Gordils (UR: University of Rochester)H-Index: 2
#2Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
Last. Jeremy P. Jamieson (UR: University of Rochester)H-Index: 19
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There exists a racial income gap in America: Blacks earn ∼38% less than Whites, but little is known about its relation to interracial psychological outcomes. Toward this end, the present research examined associations between the Black–White income gap and perceptions of interracial competition and, subsequently, negative intergroup outcomes. Study 1 extracted data from a large, preexisting data set (N = 2,543) and provided initial support for the hypothesis that higher levels of racial income i...
4 CitationsSource
#1Nicolas Sommet (UR: University of Rochester)H-Index: 8
#2Andrew J. Elliot (UR: University of Rochester)H-Index: 109
Last. Fabrizio Butera (UNIL: University of Lausanne)H-Index: 33
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Objective Scholars disagree on whether income inequality has incentive or disincentive effects. In the present research, we move beyond such debate and focus on the motivational processes that income inequality predicts. First, income inequality makes economic stratification salient, and therefore should promote perceived competitiveness. Second, competitiveness can be appraised as both a challenge and a threat, and therefore should promote both approach and avoidance motivation. Method In three...
17 CitationsSource
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2David Nguyen (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 6
Last. Fabrizio Butera (UNIL: University of Lausanne)H-Index: 33
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We adopted an achievement goal complex framework (studying achievement goals and reasons connected to goals) to determine when and why performance goals predict exploitation of others’ knowledge. We hypothesized that: (i) when selective assessment is used (exams aiming to select a limited number of individuals), the link between performance goals and exploitation orientation is stronger; (ii) the reason why is that selective assessment fosters performance goals regulated by controlled reasons. S...
3 CitationsSource
#1Fabrizio Butera (UNIL: University of Lausanne)H-Index: 33
#2Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
Last. Céline Darnon (CNRS: Centre national de la recherche scientifique)H-Index: 24
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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. T...
2 CitationsSource
#1Fabrizio Butera (UNIL: University of Lausanne)H-Index: 33
#2Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
Last. Claudia Toma (ULB: Université libre de Bruxelles)H-Index: 8
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Confirmation is a widespread tendency to seek, use, interpret or remember information in such a way as to corroborate one’s hypothesis. We review various conceptions of confirmation and classify them as a function of whether they depict this phenomenon as a cognitive failure, a form of motivational prioritisation, or a pragmatic strategy. Then, we note that such a systematic and pervasive phenomenon must be a central mechanism of human activity serving an important and specific social function. ...
1 CitationsSource