Benoît Dompnier
I have research interests in the following three areas:
The social value of causal explanations:
This area of research aims at studying the social value of causal explanations in the explanation of scholastic events and judgments (Pansu, Dubois, & Dompnier, 2008). More specifically, this research program, which is based on the internality-norm theory (Beauvois & Dubois, 1988), is conducted to extend the question of the social value of causal explanations beyond the internal/external criterion (Dompnier & Pansu, 2007, 2010).
The elaboration of scholastic judgments:
This area of research joins works conducted on the elaboration of scholastic judgment (cf. Bressoux & Pansu, 2003). On the one hand, this research program aims at identifying the main determinants of scholastic judgments (Dompnier, Pansu, & Bressoux, 2006). On the other hand, it is conducted to lead to a deeper understanding of the mechanisms that underlie these effects by taking into account teachers’ personological inferences on their pupils (Dompnier, Pansu, & Bressoux, 2007; Pansu & Dompnier, 2011).
Achievement goal promotion at university:
This area of research concerns the study of the social desirability and social utility of achievement goals at the university. Research in progress has already shown that this social value varies according to the type of goals (Darnon, Dompnier, Delmas, Pulfrey, & Butera, 2009) and according to the hierarchical position adopted by the judges in the university system (Dompnier, Darnon, Delmas, & Butera, 2008). Finally, taking into account the social value of achievement goals allows the understanding of some inconsistent results in the literature, such as the inconsistent relationship between the endorsement of mastery goals and academic success (Dompnier, Darnon, & Butera, 2009).
Primary Interests:
- Applied Social Psychology
- Causal Attribution
- Interpersonal Processes
- Judgment and Decision Making
- Motivation, Goal Setting
- Person Perception
- Research Methods, Assessment
- Social Cognition
Research Group or Laboratory:
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Journal Articles:
- 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.
- Sommet, N., Darnon, C., Mugny, G., Quiamzade, A., Pulfrey, C., Dompnier, B., & Butera, F. (2014). Performance goals in conflictual social interactions: Toward the distinction between two modes of relational conflict regulation. British Journal of Social Psychology, 53, 134-153.
- Darnon, C., Dompnier, B., Gilliéron, O., & Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, 102, 212-222.
- Darnon, C., Dompnier, B., & Poortvliet, M. (2012). Achievement goals in educational contexts: A social psychology perspective. Social and Personality Psychology Compass, 6, 760-771.
- Darnon, C., Dompnier, B., & Poortvliet, M. (2012). Achievement goals in educational contexts: A social psychology perspective. Social and Personality Psychology Compass, 6, 760-771.
- Dompnier, B., Darnon, C., & Butera, F. (2013). When performance-approach goals predict academic achievement and when they do not: A social value approach. British Journal of Social Psychology, 52, 587-596.
- Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and academic achievement. Psychological Science, 20, 939-943.
- Dompnier, B., Darnon, C., Delmas, F., & Butera, F. (2008). Achievement goals and social judgment: The performance-approach goal paradox. International Review of Social Psychology, 21, 249-273.
- Dompnier, B., Darnon, C., Meier, E., Brandner, C., Smeding, A., & Butera, F. (2015). Improving low achievers’ academic performance at university by changing the social value of mastery goals. American Educational Research Journal, 52, 720-749.
- Dompnier, B., & Pansu, P. (2010). La valeur sociale des explications causales en contexte éducatif: Autoprésentation des élèves et représentation des enseignants. Swiss Journal of Psychology, 69, 39-51.
- Dompnier, B., & Pansu, P. (2010). Norme d’internalité et unités d’analyse: Pour une redéfinition du statut de la mesure dans l’étude des normes sociales de jugement. Revue Internationale de Psychologie Sociale, 23(4), 63-89.
- Dompnier, B., & Pansu, P. (2007). L’intervention des explications causales internes en termes d’effort dans les stratégies d’autoprésentation et le jugement social: Perspectives sociocognitives. Psychologie Française, 52, 459-478.
- Dompnier, B., Pansu, P., & Bressoux, P. (2007). Social utility, social desirability and scholastic judgments: Toward a personological model of academic evaluation. European Journal of Psychology of Education, 22, 333-350.
- Dompnier, B., Pansu, P., & Bressoux, P. (2006). An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions. European Journal of Psychology of Education, 21, 119-133.
- Pansu, P., & Dompnier, B. (2011). A bidimensional scale of scholastic value: Social desirability and social utility, two dimensions of personological judgment. European Review of Applied Psychology, 61, 31-41.
- Pansu, P., Dubois, N., & Dompnier, B. (2008). Internality-norm theory in educational contexts. European Journal of Psychology of Education, 23, 385-397.
- Scheidegger, R., Desponds, F., & Dompnier, B. (2012). Norme d’internalité ou biais de confirmation d’hypothèse ? Une approche expérimentale de la construction des questionnaires d’internalité. Revue Internationale de Psychologie Sociale, 25(1), 5-29.
- Smeding, A., Dompnier, B., Meier, E., Darnon, C., Baumberger, B., & Butera, F. (2015). The motivation to learn as a self-presentation tool among Swiss high school students: The moderating role of mastery goals’ perceived social value on learning. Learning and Individual Differences, 40, 204-210.
- Verniers, C., Martinot, D., & Dompnier, B. (2016). The feminisation of school hypothesis called into question among junior and high school students. British Journal of Educational Psychology, 86, 369-381.
Courses Taught:
- Social Cognition
- Social Psychology
- Social Psychology of Judgment and Impression Training
- Social psychology: Quantitative Methods
- Statistical Modeling and Data Analysis
- The Construction of the Person-Environment Interaction in Social Psychology
Benoît Dompnier
Department of Social Psychology
University of Lausanne
Batiment Geopolis
CH-1015 Lausanne
Switzerland
- Phone: +41 21 692 32 47