Citations (69)
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Céline Buchs, Fabrizio Butera
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François Lombard, Daniel K. Schneider, Marie Merminod & Laura Weiss. (2020) Balancing Emotion and Reason to Develop Critical Thinking About Popularized Neurosciences. Science & Education 29:5, pages 1139-1176.
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Karine M. P. Viana, Imac M. Zambrana, Evalill B. Karevold & Francisco Pons. (2016) Beyond Conceptual Knowledge: The Impact of Children’s Theory-of-Mind on Dyadic Spatial Tasks. Frontiers in Psychology 7.
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Nicolas Sommet, Céline Darnon, Gabriel Mugny, Alain Quiamzade, Caroline Pulfrey, Benoît Dompnier & Fabrizio Butera. (2014) Performance goals in conflictual social interactions: Towards the distinction between two modes of relational conflict regulation. British Journal of Social Psychology 53:1, pages 134-153.
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Piia Näykki, Sanna Järvelä, Paul A. Kirschner & Hanna Järvenoja. (2014) Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context. International Journal of Educational Research 68, pages 1-14.
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Matti Aarnio, Sari Lindblom-Ylänne, Juha Nieminen & Eeva Pyörälä. (2012) Dealing with conflicts on knowledge in tutorial groups. Advances in Health Sciences Education 18:2, pages 215-230.
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Gaowei Chen, Ming Ming Chiu & Zhan Wang. (2012) Social metacognition and the creation of correct, new ideas: A statistical discourse analysis of online mathematics discussions. Computers in Human Behavior 28:3, pages 868-880.
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Christelle Devos, Vincent Dupriez & Léopold Paquay. (2012) Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression?. Teaching and Teacher Education 28:2, pages 206-217.
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Christina Schwind, Jürgen Buder, Ulrike Cress & Friedrich W. Hesse. (2012) Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking?. Computers & Education 58:2, pages 787-796.
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Juan Manuel Adán-Coello, Carlos Miguel Tobar, Eustáquio São José de Faria, Wiris Serafim de Menezes & Ricardo Luís de Freitas. (2011) Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles. International Journal of Information and Communication Technology Education 7:4, pages 34-46.
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Robert L. Jorczak. (2011) An information processing perspective on divergence and convergence in collaborative learning. International Journal of Computer-Supported Collaborative Learning 6:2, pages 207-221.
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Céline Buchs, Ingrid Gilles, Marion Dutrévis & Fabrizio Butera. (2011) Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning?. British Journal of Educational Psychology 81:1, pages 135-146.
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Fabrizio Butera, Céline Darnon & Gabriel Mugny. 2010. Rebels in Groups. Rebels in Groups
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Céline Buchs, Caroline Pulfrey, Fabrice Gabarrot & Fabrizio Butera. (2009) Competitive conflict regulation and informational dependence in peer learning. European Journal of Social Psychology 40:3, pages 418-435.
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Marie-Christine Toczek & Ludovic Morge. (2009) Effects of evaluativevs. co-constructive interactions on learning in physics. European Journal of Psychology of Education 24:3, pages 325-333.
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Indigo Esmonde. (2017) Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning. Review of Educational Research 79:2, pages 1008-1043.
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H. Gijlers, N. Saab, W.R. Van Joolingen, T. De Jong & B.H.A.M. Van Hout-Wolters. (2009) Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments. Journal of Computer Assisted Learning 25:3, pages 252-267.
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Céline Buchs & Fabrizio Butera. (2009) Is a partner’s competence threatening during dyadic cooperative work? It depends on resource interdependence. European Journal of Psychology of Education 24:2, pages 145-154.
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Jolanta Rytel. (2009) Arguing to Persuade and Arguing to Explore in Preschoolers' Narrative Discourse. Psychology of Language and Communication 13:1.
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Leila Selimbegovic, Alain Quiamzade, Armand Chatard, Gabriel Mugny & Daphné Fluri. (2007) Conflict of Competences, Counterfactual Thinking, and Performance. Swiss Journal of Psychology 66:3, pages 153-161.
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Céline Darnon & Fabrizio Butera. (2007) Learning or Succeeding? Conflict Regulation With Mastery or Performance Goals. Swiss Journal of Psychology 66:3, pages 145-152.
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Céline Darnon, Sébastien Doll & Fabrizio Butera. (2007) Dealing with a disagreeing partner: Relational and epistemic conflict elaboration. European Journal of Psychology of Education 22:3, pages 227-242.
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Céline DarnonJudith M. Harackiewicz, Fabrizio Butera, Gabriel Mugny & Alain Quiamzade. (2007) Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference. Personality and Social Psychology Bulletin 33:6, pages 813-827.
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Céline Darnon, Fabrizio Butera & Judith M. Harackiewicz. (2007) Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals. Motivation and Emotion 31:1, pages 61-70.
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