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
#1Annahita Ehsan (UNIL: University of Lausanne)H-Index: 2
#2Dario Spini (UNIL: University of Lausanne)H-Index: 19
Last. Davide Morselli (UNIL: University of Lausanne)H-Index: 17
view all 4 authors...
Source
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Davide Morselli (UNIL: University of Lausanne)H-Index: 17
Last. Dario Spini (UNIL: University of Lausanne)H-Index: 19
view all 3 authors...
Following the status-anxiety hypothesis, the psychological consequences of income inequality should be particularly severe for economically vulnerable individuals. Oddly, however, income inequality is often found to affect vulnerable low-income and advantaged high-income groups equally. We argue that economic vulnerability is better captured by a financial-scarcity measure and hypothesize that income inequality primarily impairs the psychological health of people facing scarcity. First, repeated...
17 CitationsSource
#1Kennon M. Sheldon (MU: University of Missouri)H-Index: 91
#2Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
Last. Andrew J. Elliot (UR: University of Rochester)H-Index: 109
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We created a life-goal assessment drawing from self-determination theory and achievement goal literature, examining its predictive power regarding immoral behavior and subjective well-being. Our so...
5 CitationsSource
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Davide Morselli (UNIL: University of Lausanne)H-Index: 17
This paper aims to introduce multilevel logistic regression analysis in a simple and practical way. First, we introduce the basic principles of logistic regression analysis (conditional probability, logit transformation, odds ratio). Second, we discuss the two fundamental implications of running this kind of analysis with a nested data structure: In multilevel logistic regression, the odds that the outcome variable equals one (rather than zero) may vary from one cluster to another (i.e. the inte...
119 CitationsSource
#1Alain Quiamzade (University of Geneva)H-Index: 12
#2Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
Last. Jean-Paul L'HuillierH-Index: 6
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Catholics and Protestants differ in terms of social autonomy versus heteronomy. We propose that the regulation of behavior in accordance with social norms depends on the social control exercised by an authority for Catholics more than it does for Protestants. Two experiments measured cheating behavior (the transgression of a social norm) as a function of the religious group (Protestant vs. Catholic) and social control (with vs. without). Catholics were found to be more responsive to social contr...
1 CitationsSource
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Alain Quiamzade (University of Geneva)H-Index: 12
Last. Fabrizio Butera (UNIL: University of Lausanne)H-Index: 33
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Mugny and his colleagues have shown that conflict is sometimes detrimental for learning, but other times beneficial, depending on how it is regulated. Yet, it is assumed that laypeople perceive conflict as uniformly negative. We argue that the valence of these lay perceptions depends on the mode of conflict regulation. Epistemic and relational protective conflict regulation behaviors (integrative and submissive response, respectively) can be described as more focused on the other than relational...
3 CitationsSource
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Vincent Pillaud (UNIL: University of Lausanne)H-Index: 3
Last. Fabrizio Butera (UNIL: University of Lausanne)H-Index: 33
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Abstract How are competitive goals transmitted over time? As most competence-relevant contexts (e.g., school) are hierarchy-relevant (e.g., teacher/students), supervisors’ performance-approach goals (desire to outperform others) should play a major role. We formulated a performance goals socialization hypothesis: The higher a supervisor’s performance-approach goals, the stronger the effects of time on followers’ performance-approach and -avoidance (desire not to be outperformed by others) goals....
1 CitationsSource
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Andrew J. ElliotH-Index: 109
In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First, when testing goals and reasons separately, mastery (-approach) goals and autonomous reasons explained variance in beneficial experiential (interest, s...
39 CitationsSource
#1Nicolas Sommet (UNIL: University of Lausanne)H-Index: 8
#2Alain Quiamzade (UNIL: University of Lausanne)H-Index: 12
Last. Gabriel Mugny (University of Geneva)H-Index: 41
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As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsisten...
11 CitationsSource
#1Céline Buchs (University of Geneva)H-Index: 15
#2Virginie Wiederkehr (Blaise Pascal University)H-Index: 3
Last. Céline DarnonH-Index: 24
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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 means to improve students’ learning, particularly for average achievers. Previous research has underscored that heterogeneous groups might be deleterious for average achievers because they are excluded by the teacher learner relationshi...
3 CitationsSource