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Psychology

D-Index
45
Citations
7262
World Ranking
6754
National Ranking
74

Overview

Fabrizio Butera is primarily affiliated with the University of Lausanne in Switzerland and has contributed extensively to the fields of social sciences and psychology. Their research spans multiple subfields including sociology and political science, education, social psychology, experimental and cognitive psychology, as well as management, monitoring, policy, and law.

Butera's work addresses a range of topics, capturing dimensions of environmental education and sustainability, climate change communication and perception, education, achievement, and giftedness. Additional focal areas include motivation and self-concept in sports, cultural differences and values, psychology of moral and emotional judgment, and social and intergroup psychology.

The researcher has authored numerous papers, with notable recent publications such as:

  • "Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change" (2020), Social Issues and Policy Review
  • "Trust predicts COVID-19 prescribed and discretionary behavioral intentions in 23 countries" (2021), PLoS ONE
  • "Subjective status and perceived legitimacy across countries" (2020), European Journal of Social Psychology
  • "Belief in School Meritocracy and the Legitimization of Social and Income Inequality" (2022), Social Psychological and Personality Science
  • "The climate change research that makes the front page: Is it fit to engage societal action?" (2023), Global Environmental Change

Frequent publication venues where Butera's work appears include:

  • Frontiers in Psychology
  • Current Research in Ecological and Social Psychology
  • PLoS ONE
  • Journal of Environmental Psychology
  • Journal of Educational Psychology

Collaborative work features several co-authors, reflecting interdisciplinary partnerships. Prominent frequent co-authors are:

  • Emilio Paolo Visintin
  • Céline Darnon
  • Jolanda Jetten
  • Anatolia Batruch
  • Pascal Huguet

Butera's research integrates social and psychological theory with pressing societal challenges, including education systems and environmental issues. The body of work exhibits an emphasis on how social influence and perceptions shape individual and group behavior across different social contexts and cultures.

Best Publications

  • Why Grades Engender Performance Avoidance Goals: The Mediating Role of Autonomous Motivation

    Caroline Pulfrey;Céline Buchs;Fabrizio Butera

  • Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals

    Céline Darnon;Céline Darnon;Fabrizio Butera;Judith M. Harackiewicz

  • Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals

    Céline Darnon;Benoît Dompnier;Florian Delmas;Caroline Pulfrey

  • Mastery and performance goals predict epistemic and relational conflict regulation

    Céline Darnon;Dominique Muller;Sheree M. Schrager;Nelly Pannuzzo

  • Trust predicts COVID-19 prescribed and discretionary behavioral intentions in 23 countries.

    Stefano Pagliaro;Simona Sacchi;Maria Giuseppina Pacilli;Marco Brambilla

  • Hidden Profiles and Concealed Information: Strategic Information Sharing and Use in Group Decision Making

    Claudia Toma;Fabrizio Butera

  • Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference

    Céline Darnon;Judith M. Harackiewicz;Fabrizio Butera;Gabriel Mugny

  • “Our Country Needs a Strong Leader Right Now”: Economic Inequality Enhances the Wish for a Strong Leader:

    Stefanie Sprong;Jolanda Jetten;Zhechen Wang;Kim Peters

  • Conflict Elaboration and Cognitive Outcomes

    Céline Buchs;Fabrizio Butera;Gabriel Mugny;Céline Darnon

  • Resource interdependence, student interactions and performance in cooperative learning

    Céline Buchs;Fabrizio Butera;Gabriel Mugny

  • Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.

    Caroline Pulfrey;Céline Darnon;Fabrizio Butera

  • The focusing effect of self-evaluation threat in coaction and social comparison

    Dominique Muller;Fabrizio Butera

  • Buts d'accomplissement, stratégies d'étude et motivation intrinsèque : Présentation d'un domaine de recherche et validation française de l'échelle D'Elliot et Mcgregor (2001).

    Céline Darnon;Fabrizio Butera

  • The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

    Céline Darnon;Benoît Dompnier;Ophélie Gilliéron;Fabrizio Butera

  • Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment.

    Annique Smeding;Céline Darnon;Carine Souchal;Marie-Christine Toczek-Capelle

  • Revisiting the Measurement of Anomie

    Ali Teymoori;Jolanda Jetten;Brock Bastian;Amarina Ariyanto

  • Why Neoliberal Values of Self-Enhancement Lead to Cheating in Higher Education: A Motivational Account

    Caroline Pulfrey;Fabrizio Butera

  • Majority and minority influence, task representation and inductive reasoning

    Fabrizio Butera;Gabriel Mugny;Paolo Legrenzi;Juan A. Pérez

  • Faking the Desire to Learn A Clarification of the Link Between Mastery Goals and Academic Achievement

    Benoît Dompnier;Céline Darnon;Fabrizio Butera

  • Conflict between incompetences and influence of a low‐expertise source in hypothesis testing

    Fabrizio Butera;Gabriel Mugny

Frequent Co-Authors

Gabriel Mugny
Gabriel Mugny University of Geneva
Jolanda Jetten
Jolanda Jetten University of Queensland
Mario Gollwitzer
Mario Gollwitzer Ludwig-Maximilians-Universität München
Olivier Klein
Olivier Klein Université Libre de Bruxelles
Ying-yi Hong
Ying-yi Hong Chinese University of Hong Kong
Ángel Gómez
Ángel Gómez National University of Distance Education
Michael J. A. Wohl
Michael J. A. Wohl Carleton University
Lowell Gaertner
Lowell Gaertner University of Tennessee at Knoxville
John M. Levine
John M. Levine University of Pittsburgh
Judith M. Harackiewicz
Judith M. Harackiewicz University of Wisconsin–Madison

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