Caroline Julia Pulfrey
- Media Contact
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.
Primary Interests:
- Attitudes and Beliefs
- Culture and Ethnicity
- Ethics and Morality
- Intergroup Relations
- Motivation, Goal Setting
- Personality, Individual Differences
- Persuasion, Social Influence
Research Group or Laboratory:
Journal Articles:
- Pulfrey, C., Butera, F. (In press). Why Neo-Liberal Values of Self-Enhancement Lead to Cheating in Higher Education: A Motivational Account. Psychological Science.
- Sommet, N., Darnon, C., Mugny, G., Quiamzade, A., Pulfrey, C., Dompnier, B., & Butera, F. (in press). Performance goals in conflictual social interactions: Towards the distinction between two modes of relational conflict regulation. British Journal of Social Psychology.
- Buchs, C., Pulfrey, C., Gabarrot, F., & Butera, F. (2010). Competitive conflict regulation and informational dependence in peer learning. European Journal of Social Psychology, 40, 418-435.
- 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., Darnon, C., Butera, F. (2012). Autonomy and Task Performance: Examining the Impact of Grades on Intrinsic Motivation. Journal of Educational Psychology,105, 39-57.
Other Publications:
Courses Taught:
- Intercultural and Cross-Cultural Psychology
- Managing Across Cultures
- People, Conflict and Negotiation
- Research Methodology
- Sociology
Caroline Julia Pulfrey
Faculté des Sciences Sociales et Politiques
University of Lausanne
Quartier UNIL-Mouline Bâtiment Géopolis
CH-1015 Lausanne
Switzerland
- Work: 0041 21 692 32 30
- Home: 0041 21 963 23 28