| The experience of low‐SES students in higher education: Psychological barriers to success and interventions to reduce social‐class inequality M Jury, A Smeding, NM Stephens, JE Nelson, C Aelenei, C Darnon Journal of Social Issues 73 (1), 23-41, 2017 | 472 | 2017 |
| When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals M Jury, A Smeding, M Court, C Darnon Contemporary Educational Psychology 41, 25-36, 2015 | 131 | 2015 |
| First-generation students’ underperformance at university: The impact of the function of selection M Jury, A Smeding, C Darnon Frontiers in Psychology 6, 710, 2015 | 118 | 2015 |
| French teachers’ general attitude toward inclusion: the indirect effect of teacher efficacy C Desombre, M Lamotte, M Jury Educational Psychology 39 (1), 38-50, 2019 | 109 | 2019 |
| Trait and perceived environmental competitiveness in achievement situations AJ Elliot, M Jury, K Murayama Journal of Personality 86 (3), 353-367, 2018 | 76 | 2018 |
| Attitudes toward inclusive education: An exploration of the interaction between teachers’ status and students’ type of disability within the French context M Jury, AL Perrin, O Rohmer, C Desombre Frontiers in Education 6, 655356, 2021 | 68 | 2021 |
| Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties M Jury, AL Perrin, C Desombre, O Rohmer Research in Autism Spectrum Disorders 83, 101746, 2021 | 65 | 2021 |
| The student-institution fit at university: interactive effects of academic competition and social class on achievement goals N Sommet, A Quiamzade, M Jury, G Mugny Frontiers in psychology 6, 769, 2015 | 60 | 2015 |
| Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade C Darnon, M Jury, C Aelenei European Journal of Psychology of Education 33 (4), 713-726, 2018 | 58 | 2018 |
| Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging M Jury, C Aelenei, C Chen, C Darnon, AJ Elliot Group Processes & Intergroup Relations 22 (3), 356-370, 2019 | 45 | 2019 |
| Are perceived learning environments related to subjective well-being? A visit to university students C Chen, J Fan, M Jury Learning and Individual Differences 54, 226-233, 2017 | 39 | 2017 |
| Are teachers’ personal values related to their attitudes toward inclusive education? A correlational study AL Perrin, M Jury, C Desombre Social Psychology of Education 24 (4), 1085-1104, 2021 | 31 | 2021 |
| Influence of social support on teachers' attitudes toward inclusive education C Desombre, M Delaval, M Jury Frontiers in Psychology 12, 736535, 2021 | 26 | 2021 |
| Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals M Jury, A Bruno, C Darnon British Journal of Educational Psychology 88 (4), 659-674, 2018 | 24 | 2018 |
| The social utility of performance-approach goals in a selective educational environment M Jury, C Darnon, B Dompnier, F Butera Social Psychology of Education 20 (1), 215-235, 2017 | 24 | 2017 |
| Self‐enhancement values and academic achievement: An interaction with students' parental level of education and gender? C Aelenei, M Jury, C Darnon, A Sicard, S Maggio, D Martinot British Journal of Educational Psychology 93 (2), 626-640, 2023 | 19 | 2023 |
| The distinct effect of multiple sources of stereotype threat C Desombre, M Jury, C Bagès, C Brasselet The Journal of social psychology 159 (5), 628-641, 2019 | 19 | 2019 |
| The conflict between inclusive education and the selection function of schools in the minds of French teachers K Khamzina, M Jury, E Ducreux, C Desombre Teaching and Teacher Education 106, 103454, 2021 | 18 | 2021 |
| Teachers’ concerns about inclusive education and the links with teachers’ attitudes M Jury, A Laurence, S Cèbe, C Desombre Frontiers in Education 7, 1065919, 2023 | 17 | 2023 |
| Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class A Bruno, M Jury, MC Toczek-Capelle, C Darnon Social Psychology of Education 22 (3), 539-555, 2019 | 17 | 2019 |
Céline DarnonUniversité Clermont Auvergne在 uca.fr 的电子邮件经过验证
