Books:

• Darnon, C., Butera, F., & Harackiewicz, J. M. (2008). Special issue on achievement goals. International Review of Social Psychology, 21.
• Darnon, C., Butera, F., & Mugny, G. (2008). Des conflits pour apprendre [Conflicts for learning]. Grenoble (France): Presses universitaires de Grenoble.

Journal Articles:

• Darnon, C., Buchs, C., & Butera, F. (2006). Buts de Performance et de Maitrise: La Situation Particulière de Désaccord avec Autrui. . [Performance and mastery goals: The particular situation of disagreement]. Revue Française de Pédagogie, 155, 35-44.
• Darnon, C., Buchs, C., & Butera, F. (2002). Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning. Swiss Journal of Psychology, 61, 139-151.
• Darnon, C., & Butera, F. (2007). Learning or succeeding? Conflict regulation within mastery and performance goals. Swiss Journal of Psychology, 66,145-152.
• Darnon, C., & Butera, F. (2005). 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) [Achievement goals, study strategies, and intrinsic motivation: presentation of a research field and French validation of Elliot and McGregor’s (2001) scale]. L’Année Psychologique, 105, 105-131.
• Darnon, C., Butera, F., & Harackiewicz, J. M. (2007). Achievement goals in social interactions: Learning within a mastery vs. performance goal. Motivation and Emotion, 31, 61-70.
• Darnon, C., Butera, F., Mugny, G., Quiamzade, A., & Hulleman, C. S. (2009). “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education, 24(4), 423-434.
• Darnon, C., Doll, S., & Butera, F. (2007). Dealing with a disagreeing partner: Relational and epistemic conflict elaboration. European Journal of Psychology of Education, 22, 227-242.
• Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera F. (2009). Achievement goal promotion in universities: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96, 119-134.
• Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007). Performance-approach and performance-avoidance goals: When uncertainty makes a difference. Personality and Social Psychology Bulletin, 33, 813-827.
• Darnon, C., Muller, D., Schrager, S. M., Butera, F., & Pannuzzo, N. (2006). Mastery and performance goals predict epistemic and relational conflict regulation. Journal of Educational Psychology, 98, 766-776.
• 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(8), 939-943.
• Dompnier, B., Darnon, C., Delmas, F., & Butera, F. (2008). Achievement goals and social judgment: The performance-approach paradox. International Review of Social Psychology, 21, 247-271.
• Quiamzade, A., Mugny, G., & Darnon, C. (2009). The coordination of problem solving strategies: When low competence sources exert more influence on task processing than high competence sources. British Journal of Social Psychology, 48, 159182.