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Journal articles

Topics:  Economic inequality  Achievement goals  Social class ▻ Statistics 


42 Sommet, N., Weissman, D. L., Cheutin, N., & Elliot, A. J. (2024). How many participants do I need to test an interaction? Conducting an appropriate power analysis and achieving sufficient power to detect an interaction. Advances in Methods and Practices in Psychological Science. Advanced online publication.

DOI: 10.1177/25152459231178728 • PDF • Preregistration/Data/ScriptsWep App • Video Tutorial

41. ◦  Batruch, A.,* Sommet, N.,* & Autin, F.* (2024). Advancing the psychology of social class with large-scale replications in four countries. Nature Human Behaviour. Accepted in-principle as a registered report.

DOI: 10.31219/ *The authors are co-first authors

40.  Auger, V., Sommet, N., & Normand, A. (2024). The Perceived Economic Scarcity Scale: A valid tool with greater predictive utility than income. British Journal of Social Psychology. Advanced online publication.

DOI:  10.1111/bjso.12719 PDFPreregistration/Materials/Data/Scripts 

39.  Kim, Y., & Sommet, N. (2024). Income is a stronger predictor of subjective social class in more economically unequal places. Personality and Social Psychology Bulletin. Advanced online publication.

DOI: 10.1177/01461672231210772 • PDFScripts

38.  Vuletich H. A., Sommet, N., & Payne, K. B. (2024). The great migration and implicit bias in the northern United States. Social Psychological and Personality Science. Advanced online publication.

DOI: 10.1177/19485506231181718 • PDF • Data/Scripts

37.  Cheng, M., Sommet, N., Jopp, D., & Spini, D. (2024). Income-related inequalities in physical and cognitive health outcomes over the later life course: Longitudinal evidence from the U.S. (1992-2016). Research on Aging, 46, 59-71. 

DOI: 10.1177/01640275231183438 • PDFScripts


36.  Sommet, N. & Elliot, A. J. (2023). A competitiveness-based theoretical framework on the psychology of income inequality. Current Directions in Psychological Science, 32, 318–327.

DOI: 10.1177/09637214231159563 • PDFScripts

35.  Sommet, N. & Elliot, A. J. (2023). Integration in the achievement motivation literature and the hierarchical model of achievement motivation. Educational Psychology Review, 35, 1-31.

DOI: 10.1007/s10648-023-09785-7 • PDF

34.  Sommet, N., Weissman, D. L. & Elliot, A. J. (2023). Income inequality predicts competitiveness and cooperativeness at school. Journal of Educational Psychology, 115, 173–191.

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

33.  Cheng, M., Sommet, N., Jopp, D., & Spini, D. (2023). Evolution of the income-related gap in health with old age: Evidence from 20 countries in European and Chinese panel datasets. European Journal of Ageing, 20, 33

DOI: 10.1007/s10433-023-00781-y • PDF • Scripts

32.  Gilbert, K., Weissman, D., Gordils, J., Elliot, A. J., & Sommet, N. (2023). Feeling poor or feeling poorer: Comparing subjective measures of economic status in predicting health and well-being. International Journal of Social Psychology, 38, 493-507.

DOI: 10.1080/02134748.2023.2236468 • PDF • Materials/Scripts

31.  Cheng, M., Sommet, N., Kerac M., Jopp, D., & Spini, D. (2023). Exposure to the 1959-1961 Chinese famine and risk of non-communicable diseases in later life: A life course perspective. PLOS Global Public Health, 3: e0002161.

DOI: 10.1371/journal.pgph.0002161 • PDF • Scripts

30.  Sommet, N., & Elliot, A. J. (2023). Opposing effects of income inequality on health: The role of perceived competitiveness and avoidance/approach motivation. European Journal of Social Psychology, 53, 61-77.

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

29. Sommet, N., & Berent, J. (2023). Porn use and men’s and women’s sexual performance: Evidence from a large longitudinal sample. Psychological Medicine, 53, 3105-3114.

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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