Céline Darnon

3.8k total citations · 1 hit paper
76 papers, 2.5k citations indexed

About

Céline Darnon is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Céline Darnon has authored 76 papers receiving a total of 2.5k indexed citations (citations by other indexed papers that have themselves been cited), including 42 papers in Social Psychology, 36 papers in Experimental and Cognitive Psychology and 30 papers in Education. Recurrent topics in Céline Darnon's work include Education, Achievement, and Giftedness (33 papers), Motivation and Self-Concept in Sports (30 papers) and Social and Intergroup Psychology (24 papers). Céline Darnon is often cited by papers focused on Education, Achievement, and Giftedness (33 papers), Motivation and Self-Concept in Sports (30 papers) and Social and Intergroup Psychology (24 papers). Céline Darnon collaborates with scholars based in France, Switzerland and United States. Céline Darnon's co-authors include Fabrizio Butera, Benoìt Dompnier, Annique Smeding, Mickaël Jury, P. Marijn Poortvliet, Gabriel Mugny, Judith M. Harackiewicz, Caroline Pulfrey, Alain Quiamzade and Cristina Aelenei and has published in prestigious journals such as Journal of Personality and Social Psychology, PLoS ONE and Psychological Review.

In The Last Decade

Céline Darnon

73 papers receiving 2.3k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

2021 214 citations Sébastien Goudeau, Camille Sanrey et al. Nature Human Behaviour profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Céline Darnon France	28	1.1k	1.0k	846	646	415	76	2.5k
H. Michael Crowson United States	27	864 0.8×	896 0.9×	711 0.8×	845 1.3×	524 1.3×	59	2.5k
Hans Kuyper Netherlands	25	993 0.9×	1.1k 1.1×	977 1.2×	502 0.8×	399 1.0×	57	2.4k
Dennis M. McInerney Australia	27	1.1k 1.0×	1.2k 1.2×	899 1.1×	284 0.4×	423 1.0×	62	2.4k
Paul A. Schutz United States	27	1.1k 0.9×	1.7k 1.7×	599 0.7×	458 0.7×	644 1.6×	42	2.9k
Allan B. I. Bernardo Philippines	32	1.2k 1.1×	948 0.9×	741 0.9×	477 0.7×	510 1.2×	167	3.0k
David Paunesku United States	10	1.0k 0.9×	849 0.8×	911 1.1×	333 0.5×	283 0.7×	13	2.2k
Barbara Schober Austria	27	759 0.7×	1.1k 1.1×	609 0.7×	270 0.4×	421 1.0×	88	2.3k
Amanda M. Durik United States	25	1.3k 1.2×	1.3k 1.3×	1.7k 2.0×	297 0.5×	860 2.1×	43	3.1k
Youyan Nie Singapore	22	1.1k 1.0×	1.3k 1.3×	820 1.0×	165 0.3×	487 1.2×	44	2.4k
Aneeta Rattan United Kingdom	18	907 0.8×	654 0.7×	804 1.0×	791 1.2×	227 0.5×	40	2.3k

Countries citing papers authored by Céline Darnon

Since Specialization

Citations

This map shows the geographic impact of Céline Darnon's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Céline Darnon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Céline Darnon more than expected).

Fields of papers citing papers by Céline Darnon

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Céline Darnon. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Céline Darnon. The network helps show where Céline Darnon may publish in the future.

Co-authorship network of co-authors of Céline Darnon

This figure shows the co-authorship network connecting the top 25 collaborators of Céline Darnon. A scholar is included among the top collaborators of Céline Darnon based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Céline Darnon. Céline Darnon is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Darnon, Céline, et al.. (2025). Why the belief in meritocracy is so pervasive. Trends in Cognitive Sciences. 29(2). 101–104. 1 indexed citations

Spruyt, Bram, Didier Caluwaerts, Céline Darnon, et al.. (2025). Backlash among the dominant: Assessing support for elitism in four European countries. Political Psychology. 46(6). 1768–1787. 2 indexed citations

Fayol, Michel, et al.. (2025). When bears are bearing number acquisition: An early mathematical intervention for kindergarten children. European Journal of Psychology of Education. 40(1).

Darnon, Céline, et al.. (2024). Selection and the economic value of education: A barrier to reducing the SES achievement gap?. Journal of Social Issues. 80(4). 1238–1261. 4 indexed citations

Darnon, Céline, et al.. (2024). Academic failure and psychological disengagement: can belief in school meritocracy make a difference?. Educational Psychology. 44(6-7). 765–783.

Darnon, Céline, et al.. (2023). Competitive and cooperative practices in education: How teachers’ beliefs in school meritocracy are related to their daily practices with students. Social Psychology of Education. 26(6). 1789–1805. 5 indexed citations

Butera, Fabrizio, Benoìt Dompnier, & Céline Darnon. (2023). Achievement Goals: A Social Influence Cycle. Annual Review of Psychology. 75(1). 527–554. 22 indexed citations

Stanczak, Arnaud, Céline Darnon, Camille Sanrey, et al.. (2022). Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis.. Journal of Educational Psychology. 114(6). 1461–1476. 13 indexed citations

Redersdorff, Sandrine, et al.. (2021). Dealing with a Crisis: Does Covid-19 Promote Traditional Gender Roles?. Psychologica Belgica. 61(1). 212–223. 3 indexed citations

10.

Martinot, Delphine, et al.. (2021). Turning the gender tables: evidence of students’ awareness of a reversal in gender status between academic and occupational contexts. Social Psychology of Education. 24(1). 247–272. 2 indexed citations

11.

Darnon, Céline, et al.. (2021). Economic insecurity and compliance with the COVID‐19 restrictions. European Journal of Social Psychology. 52(3). 448–456. 6 indexed citations

12.

Smeding, Annique, et al.. (2021). A multilevel account of social value‐related reasons behind mastery goals. British Journal of Educational Psychology. 92(2). 394–408. 4 indexed citations

13.

Goudeau, Sébastien, Camille Sanrey, Arnaud Stanczak, Antony S. R. Manstead, & Céline Darnon. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature Human Behaviour. 5(10). 1273–1281. 214 indexed citations breakdown →

14.

Darnon, Céline & Michel Fayol. (2021). Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment. European Journal of Psychology of Education. 37(1). 1–18. 2 indexed citations

15.

Darnon, Céline, et al.. (2019). On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap.. Journal of Educational Psychology. 111(7). 1261–1272. 7 indexed citations

16.

Jury, Mickaël, et al.. (2019). Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class. Social Psychology of Education. 22(3). 539–555. 14 indexed citations

17.

Darnon, Céline, Annique Smeding, & Sandrine Redersdorff. (2017). Belief in school meritocracy as an ideological barrier to the promotion of equality. European Journal of Social Psychology. 48(4). 523–534. 28 indexed citations

18.

Dompnier, Benoìt, et al.. (2008). Achievement Goals and Social Judgment: The Performance-Approach Goals Paradox. Cairn.info. 21(1). 247–271. 20 indexed citations

19.

Buchs, Céline, Céline Darnon, Alain Quiamzade, Gabriel Mugny, & Fabrizio Butera. (2008). Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage. Revue française de pédagogie. 163. 105–125. 33 indexed citations

20.

Darnon, Céline, Céline Buchs, & Fabrizio Butera. (2006). Buts de performance et de maîtrise et interactions sociales entre étudiants : la situation particulière du désaccord avec autrui. Revue française de pédagogie. 155. 35–44. 10 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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