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Journal articles

Topics:  Economic inequality  Achievement goals  Social class ▻ Statistics 


36.  Sommet, N., Weissman, D. L., Cheutin, N., & Elliot, A. J. (2023). How many participants do I need to test an interaction? Conducting an appropriate power analysis and achieving sufficient power to detect an interaction. Accepted for publication in Advances in Methods and Practices in Psychological Science. 

DOI: 10.31219/ • PDF • Preregistration/Data/ScriptsWep App

35.  Sommet, N. & Elliot, A. J. (2023). A competitiveness-based theoretical framework on the psychology of income inequality.  Accepted for publication in Current Directions in Psychological Science.

DOI: 10.1177/09637214231159563 • PDFScripts

34.  Vuletich H. A., Sommet, N., & Payne, K. B. (2023). The great migration and implicit bias in the northern United States. Accepted for publication in Social Psychological and Personality Science.

DOI: upcoming • Data/Scripts

33.  Sommet, N. & Elliot, A. J. (2022). Integration in the achievement motivation literature and the hierarchical model of achievement motivation. Accepted for publication in Educational Psychology Review.

DOI: upcoming

32.  Sommet, N., Weissman, D. L. & Elliot, A. J. (2022). Income inequality predicts competitiveness and cooperativeness at school. Journal of Educational Psychology, 115(1), 173–191.

DOI: 10.1037/edu0000731 • PDFPreregistration/Materials/Data/Scripts

31. ◦  Batruch, A.,* Sommet, N.,* & Autin, F.* (2022). Advancing the psychology of social class with large-scale replications in four countries. Accepted for publication as a registered report in Nature Human Behaviour.  DOI: 10.31219/ *The authors are co-first authors


30.  Sommet, N., & Elliot, A. J. (2022). Opposing Effects of Income Inequality on Health: The Role of Perceived Competitiveness and Avoidance/Approach Motivation. European Journal of Social Psychology

DOI: 10.1002/ejsp.2884 • PDFPreregistration/Materials/Data/Scripts

29. Sommet, N., & Berent, J. (2022). Porn use and men’s and women’s sexual performance: Evidence from a large longitudinal sample. Psychological Medicine. 

DOI: 10.1017/S003329172100516X • PDFMaterials/Data/Scripts

28. Weissman, D. L., Elliot, A., & Sommet, N. (2022). Dispositional predictors of perceived academic competitiveness: Evidence from multiple countries. Personality and Individual Differences, 198, 111801. 

DOI: 10.1016/j.paid.2022.111801 • PDFPreregistration/Materials/Data/Scripts

27.  Sommet, N., & Elliot, A. J. (2022). The effects of U.S. county and state income inequality on happiness and self-rated health are equivalent to zero. Quality of Life Research, 31, 1999-2009.

DOI: 10.1017/S003329172100516X • PDFMaterials/Data/Scripts

26.  Sommet, N., & Spini, D. (2022). Financial scarcity undermines health across the globe and the life course. Social Science & Medicine, 292, 114607.

DOI: 10.1016/j.socscimed.2021.114607 • PDFMaterials/Data/Scripts


25. ▪ ◦ Morris, K., Bühlmann, F., Sommet N., & Vandecasteele, L. (2022). The paradox of local inequality: Local contexts and meritocratic beliefs. The British Journal of Sociology, 73, 421-460.

DOI: 10.1111/1468-4446.12930PDF


​24. Capitanio, J., Sommet, N., & Del Rosso, L. (2022). The relationship of maternal rank, 5-HTTLPR genotype, and MAOA-LPR genotype to temperament in infant rhesus monkeys (Macaca mulatta). American Journal of Primatology, 84, e23374.

DOI: 10.1002/ajp.23374PDFMaterials/Data/Scripts


23. ◦ Darnon, C., Sommet, N., Normand, A., Stanczak, A., & Désert, M. (2022). Orientation politique et soutien à l’innovation pédagogique : qui sont les plus réfractaires ? [Political orientation and support for pedagogical innovation: who resist the most?]. Accepted for publication in L’Année Psychologique / Topics in Cognitive Psychology, 122, 231-246.

DOI: 10.3917/anpsy1.222.0231PDFMaterials/Data/Scripts


22.   Kim, Y., Sommet, N., Na, J., & Spini, D. (2022). Social class—not income inequality—predicts social and institutional trust. Social Psychological and Personality Science, 13, 186-198. DOI: 10.1177/1948550621999272PDFMaterials/Data/Scripts


21.  Sommet, N., & Morselli, D. (2021). Keep calm and learn multilevel linear modeling: A three-step procedure using SPSS, Stata, R, and MPlus. International Review of Social Psychology, 34.

DOI: 10.5334/irsp.555PDFMaterials/Data/Scripts


20. Ehsan, A., Sommet, N., Morselli, D., & Spini, D. (2021). Collaborative competence, social capital, and mental health: A cross‐sectional analysis of a community‐based intervention for older adults. Journal of Community & Applied Social Psychology, 31, 53–67. DOI: 10.1002/casp.2481PDF


19. Spanu, M., Sommet, N., & Seca, J. M. (2020). The consumption of live music in different languages: a quantitative approach. Arts and the Market. 3, 165-185.

DOI: 10.1108/AAM-04-2020-0007PDF • Materials/Data/Scripts

18.  Gordils, J., Sommet, N., Elliot, A. J., & Jamieson, J. P. (2020). Racial income inequality promotes perceptions of competition and predicts negative interracial outcomes. Social Psychological and Personality Science, 11, 74-87.

DOI: 10.1177/19201748550619837003 • PDFMaterials/Data/Scripts

17. Eisner, L., Spini, D. & Sommet, N. (2020). A Contingent Perspective on Pluralistic Ignorance: When the Attitudinal Object Matters. Journal of Public Opinion Research, 1, 25-45.

DOI: 10.1093/ijpor/edz004PDF


16. Butera, F., Sommet, N., & Darnon, C. (2019). Socio-cognitive conflict regulation: How to make sense of diverging ideas. Current Directions in Psychological Science, 28, 145-151.

DOI: 10.1177/0963721418813986 • PDF

15.   Sommet, N., Elliot. A. J., Jamieson, J. P., & Butera, F. (2019). Income inequality, perceived competitiveness, and approach-avoidance motivation. Journal of Personality, 87, 767-784.

DOI: 10.1111/jopy.12432PDF Materials/Data/Scripts

14. ‣ Sommet, N., Nguyen, D., Fahrni, K., Jobin, M., Nguyen, H.-P., Sehaqui, H., & Butera, F. (2019). When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment. Motivation and Emotion, 43, 266-284.

DOI: 10.1007/s11031-018-9742-y • PDF Materials/Data/Scripts


13. Butera, F., Sommet, N., & Toma, C. (2018). Confirmation as Coping with Competition. European Review of Social Psychology, 29, 299-339. DOI: 10.1080/10463283.2018.1539908 • PDF

12.  Sommet, N., Morselli, D., & Spini, D. (2018). Income inequality affects the psychological health only of the people facing scarcity. Psychological Science, 29, 1911-1921. DOI: 10.1177/0956797618798620 PDF Materials/Data/Scripts

11. Sheldon, K. M., Sommet, N., Corcoran, M., & Elliot A. J. (2018). Feeling interpersonally controlled while pursuing materialistic goals: A problematic combination for moral behavior. Personality and Social Psychology Bulletin, 9, 1330-1349. DOI: 10.1177/0146167218766863 PDF Materials/Data/Scripts


10.  Sommet, N. & Morselli, D. (2017). Keep calm and learn multilevel logistic modeling: A simplified three-step procedure using Stata, R, Mplus, and SPSS. International Review of Social Psychology, 30, 203-218. 4DOI: 10.5334/irsp.90 PDF Materials/Data/Scripts

9. Sommet, N., Quiamzade, A. & Butera, F., (2017). How would Pyrrho have been socially valued? Social desirability and social utility of conflict regulation. International Review of Social Psychology, 30, 141-148. 4DOI: 10.5334/irsp.88 • PDF Materials/Data/Scripts

8.  Sommet, N., Pillaud, V., Meuleman, B., & Butera, F. (2017). The socialization of performance goals. Contemporary Educational Psychology, 49, 337-354.

DOI: 10.1016/j.cedpsych.2017.03.008 PDF

7.  Sommet, N., & Elliot. A.J. (2017). Achievement goals, reasons for goal pursuit, and achievement goal complexes as predictors of beneficial outcomes: Is the influence of goals reducible to reasons? Journal of Educational Psychology, 109, 1141-1162.

DOI: 10.1037/edu0000199 PDF Materials/Data/Scripts

6. Quiamzade, A., Sommet, N., Burgos, J., L’Huillier, J.-P., & Guiso, L. (2017). "I will put my law in their minds." Social control and cheating behavior among Catholics and Protestants. Journal for the Scientific Study of Religion, 56, 365-382.

DOI: 10.1111/jssr.12337 • PDF


5. Buchs, C., Wiederkehr, V., Filippou. D., Sommet, N., & Darnon, C. (2015). Structured cooperative learning as a means for improving average achievers’ mathematical learning in fractions. Teaching Innovation, 28, 15-35. DOI: 10.5937/inovacije1503015B PDF

4.  Sommet, N., Quiamzade, A., Jury, M., and Mugny, G. (2015). The student-institution fit at university: Interactive effects of academic competition and social class on achievement goals. Frontiers in Psychology | Educational Psychology, 6:769. DOI: 10.3389/fpsyg.2015.00769 PDF

3.  Sommet, N., Darnon, C., & Butera, F. (2015). To confirm or to conform? Performance goals as a regulator of conflict with more‐competent others. Journal of Educational Psychology, 107, 580-59. DOI: 10.1037/a0037240 PDF

2.  Sommet, N., Darnon, C., Mugny, G., Quiamzade, A., Pulfrey, C., Dompnier, B., & Butera, F. (2014). Performance goals in conflictual social interactions: Towards the distinction between two modes of relational conflict regulation. British Journal of Social Psychology, 44, 373‐37. DOI: 10.1111/bjso.12015 • PDF

1.  Sommet, N., Pulfrey, C., & Butera, F. (2013). Did my M.D. really go to University to learn? Detrimental effects of numerus clausus on self‐efficacy, mastery goals and learning. PLoS One, 8, e84178. DOI: 10.1371/journal.pone.0084178 PDF

Book Chapters

6. Bühlmann, F., Morris, K., Sommet, N. & Vandecasteele L. (2022). Vulnerabilities in local contexts. In D. Spini, & Widmer E. (Eds.), Withstanding Vulnerability throughout Adult Life. Dynamics of Stressors, Resources and Reserves (pp. 139-152). London, UK: Palgrave-McMillan.

ISBN 978-981-1945-66-3 • PDF

5. Vandecasteele, L., Spini, D.,  Sommet, N., & Bühlmann, F. (2021). Poverty and economic insecurity in the life course. In M. Nico, & G. Pollock (Eds.), The Routledge Handbook of Contemporary Inequalities and the Life Course (pp. 15-26). Abingdon, UK: Routledge, Taylor & Francis Ltd.

ISBN: 9781138601505 • PDF

4. Sommet, N., Elliot, A. J., & Sheldon, K. M. (2021). Achievement goal complexes: Integrating the “what” and the “why” of achievement motivation. In R. W. Robin, & O. P. John (Eds.), Handbook of Personality: Theory and Research (4th Edition) (pp. 104–121). New-York, NY: Guilford Press.

ISBN: 9781462544950PDF

3. Mugny G., Colpaert, L, Lalot, F., Quiamzade, A, & Sommet, N. (2017). Enjeux identitaires dans l’évaluation entre pairs : compétition sociale symbolique et menace de la compétence [Identity issue in peer review: Symbolic social competition and competence threat]. In C. Staerklé, & F. Butera (Eds.), Conflits Constructifs, Conflits Destructifs. Regards psychosociaux (pp. 67-84). Lausanne, Switzerland: Editions Antipodes.

ISBN: 978-2-88901-123-0PDF

2. Sommet, N., & Elliot, A. J. (2016). Achievement Goals. In V. Zeigler-Hill and T. K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. Cham, Switzerland: Springer.

DOI: 10.1007/978-3-319-28099-8_484-1PDF

1. Sommet N., Darnon C., Butera F. (2011). Le conflit : une motivation à double tranchant pour l'apprenant [The conflict : A double-edged sword motivation for the learner]. In: Bourgeois E., Chapelle G. (Eds.) Apprendre et Faire Apprendre (pp. 283‐ 296). Presses Universitaires de France, Paris.

DOI: 10.3917/puf.brgeo.2011.01.0285PDF

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