Céline Darnon
University of Auvergne
Competence (human resources)Self-efficacySocial classHigher educationSocial relationSocial influenceEducational psychologyDevelopmental psychologySocial statusSociologyMathematics educationSociology of EducationSocioeconomic statusPsychologyIdeologySocial comparison theoryPerspective (graphical)Conflict resolutionValue (ethics)Test (assessment)Context (language use)Competition (economics)Academic achievementSocial utilitySocial mobilityCooperative learningPromotion (rank)Social psychologyGoal orientationModeration
119Publications
24H-index
1,644Citations
Publications 124
Newest
#1Sébastien Goudeau (University of Poitiers)H-Index: 3
#2Camille Sanrey (University of Poitiers)
Last. Céline Darnon (University of Auvergne)H-Index: 24
view all 5 authors...
The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argu...
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#1Annique Smeding (University of Savoy)H-Index: 10
#2Benoît Dompnier (UNIL: University of Lausanne)H-Index: 14
Last. Fabrizio Butera (UNIL: University of Lausanne)H-Index: 33
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BACKGROUND A growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. However, we ignore whether this moderation is best conceived of as a student-level effect (i.e., students' social value-related reasons), a class-level effe...
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#1Mathilde Lamotte (University of Auvergne)
#2Marie Izaute (University of Auvergne)H-Index: 16
Last. Céline Darnon (University of Auvergne)H-Index: 24
view all 3 authors...
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#1Alyson Sicard (University of Auvergne)H-Index: 1
#2Sandrine Redersdorff (University of Auvergne)H-Index: 10
Last. Delphine Martinot (University of Auvergne)H-Index: 3
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The Covid-19 crisis has many characteristics susceptible to emphasize gendered prescriptions. In the present research, we argue that the Covid-19 crisis should promote citizenship behaviors (CB) consistent with gender stereotypes. Two preregistered experiments were conducted during lockdown in France (Study 1) and United Kingdom (Study 2). We manipulated the salience of the Covid-19 crisis using a fake newspaper article and showed that women were more likely than men to engage in CB of altruism ...
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Socioeconomic status (SES) has been shown to be associated with children’s arithmetic knowledge as early as kindergarten, which is an important issue, given that early numeracy knowledge and skills usually correlate to later academic achievement in arithmetic. In line with recent research, it is argued that the regular practice of exercises involving cardinality, ordinality and arithmetic transformations during class time could accelerate the progress of children, particularly among low-SES chil...
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#1Alyson Sicard (CNRS: Centre national de la recherche scientifique)H-Index: 1
#2Delphine Martinot (CNRS: Centre national de la recherche scientifique)H-Index: 13
Last. Céline Darnon (CNRS: Centre national de la recherche scientifique)H-Index: 24
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This study investigates young people’s awareness of gender differences in achievement and their reversal between educational and occupational contexts. Girls are generally more academically successful than boys but men still enjoy a superior position in the professional world. The present study therefore aimed to determine whether students were aware of a reversal in gender gap, and to explore whether the characteristics associated with high and low status groups (competence and warmth) are attr...
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#1Alyson SicardH-Index: 1
#2Delphine MartinotH-Index: 3
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There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyse the structure of inter...
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#1Alisée Bruno (University of Auvergne)H-Index: 2
#2Marie-Christine Toczek-Capelle (University of Auvergne)H-Index: 1
Last. Céline DarnonH-Index: 24
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ABSTRACTRecent research has shown that lower social class students are more likely to endorse performance-avoidance goals (i.e., the fear of performing poorly) than higher-class students, particula...
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#1Cristina Aelenei (Paris V: Paris Descartes University)H-Index: 4
#2Delphine Martinot (University of Auvergne)H-Index: 3
Last. Céline DarnonH-Index: 24
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ABSTRACTAlthough overall women are better represented in higher education than men, women’s psychological experience in various academic contexts is qualified by a decreased sense of belonging and ...
3 CitationsSource