Part of my research has focused on the elaboration of a hierarchical integrated model of individual values, motivations for studying, and study-related achievement goals, so I have worked extensively with Shalom Schwartz's Basic Human Values Theory, Self-Determination Theory, and Achievement Goal Theory. I have used this model to explore the motivational underpinnings of various types of academic cheating and have also worked more recently with theories on morality, moral disengagement, and academic dishonesty. I am currently working on integrating social goals and intergroup relations in this model.
Some of my past research work has explored the impact of assessment practices on student motivation, focusing particularly on how classroom grades and comment-based assessments influence motivational patterns among students.
Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera, F. (2009). Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96, 119-134.
Pulfrey, C., Buchs, C., & Butera, F. (2011). Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. Journal of Educational Psychology, 103, 683-700.
Pulfrey, C., Butera, F. (In press). Why Neo-Liberal Values of Self-Enhancement Lead to Cheating in Higher Education: A Motivational Account. Psychological Science.
Pulfrey, C., Darnon, C., Butera, F. (2012). Autonomy and Task Performance: Examining the Impact of Grades on Intrinsic Motivation. Journal of Educational Psychology,105, 39-57.