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

Attitudes and Beliefs
Culture and Ethnicity
Ethics and Morality
Intergroup Relations

Motivation, Goal Setting
Personality, Individual Differences
Persuasion, Social Influence

Research Group or Laboratory:

UNILaPS: Laboratory of Social Psychology
Interactive Map

Journal Articles:

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., 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.
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.

Other Publications:

Pulfrey, C. (2011). Promotion de soi et triche. In Dans F. Butera, C. Darnon et C. Buchs (Eds.), L’Evaluation, Une Menace? Paris: PUF.

Courses Taught:

Intercultural and Cross-Cultural Psychology
Managing Across Cultures
People, Conflict and Negotiation
Research Methodology
Sociology

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