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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

To confirm or to conform? Performance goals as a regulator of conflict with more-competent others.
Nicolas Sommet, Céline Darnon, Fabrizio Butera
Journal of Educational Psychology (2014) Vol. 107, Iss. 2, pp. 580-598
Open Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

Rivals or allies: How performance‐prove goal orientation influences knowledge hiding
Yue Zhu, Tingting Chen, Mo Wang, et al.
Journal of Organizational Behavior (2019) Vol. 40, Iss. 7, pp. 849-868
Closed Access | Times Cited: 104
The moderating role of popular peers’ achievement goals in 5th- and 6th-graders’ achievement-related friendships: A social network analysis.
Lydia Laninga‐Wijnen, Allison M. Ryan, Zeena Harakeh, et al.
Journal of Educational Psychology (2017) Vol. 110, Iss. 2, pp. 289-307
Open Access | Times Cited: 65
Achievement Goals: A Social Influence Cycle
Fabrizio Butera, Benoît Dompnier, Céline Darnon
Annual Review of Psychology (2023) Vol. 75, Iss. 1, pp. 527-554
Open Access | Times Cited: 19
Reconsidering jigsaw social psychology: Longitudinal effects on social interdependence, sociocognitive conflict regulation, motivation, and achievement.
Cary J. Roseth, You-kyung Lee, William Saltarelli
Journal of Educational Psychology (2018) Vol. 111, Iss. 1, pp. 149-169
Closed Access | Times Cited: 46
Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender
Christa S. C. Asterhan
Contemporary Educational Psychology (2018) Vol. 54, pp. 66-78
Open Access | Times Cited: 46
Emotions in motion: impact of emotion understanding on children’s peer action coordination
Karine M. P. Viana, Imac Maria Zambrana, Evalill Karevold, et al.
Cognition & Emotion (2019) Vol. 34, Iss. 4, pp. 831-838
Open Access | Times Cited: 36
Vocal participation and attentive listening in teacher-led classroom discussions: The role of prior achievement level, situational experiences and motivation
Christa S. C. Asterhan, Dina Yosef, Yael Malin, et al.
International Journal of Educational Research (2025) Vol. 131, pp. 102602-102602
Open Access
Sociocognitive Conflict Regulation: How to Make Sense of Diverging Ideas
Fabrizio Butera, Nicolas Sommet, Céline Darnon
Current Directions in Psychological Science (2019) Vol. 28, Iss. 2, pp. 145-151
Open Access | Times Cited: 35
Beyond Conceptual Knowledge: The Impact of Children’s Theory-of-Mind on Dyadic Spatial Tasks
Karine M. P. Viana, Imac Maria Zambrana, Evalill Karevold, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 23
To collaborate or not? The moderating effects of team conflict on performance‐prove goal orientation, collaboration, and team performance
Patrick E. Downes, Erik Gonzalez‐Mulé, Jee Young Seong, et al.
Journal of Occupational and Organizational Psychology (2021) Vol. 94, Iss. 3, pp. 568-590
Closed Access | Times Cited: 19
Demonstrating competence within one’s group or in relation to other groups: A person-oriented approach to studying achievement goals in small groups
Toni Kempler Rogat, Lisa Linnenbrink‐Garcia
Contemporary Educational Psychology (2019) Vol. 59, pp. 101781-101781
Closed Access | Times Cited: 16
Leaders' achievement goals and their integrative management of creative ideas voiced by subordinates or superiors
Roy B. L. Sijbom, Onne Janssen, Nico W. Van Yperen
European Journal of Social Psychology (2016) Vol. 46, Iss. 6, pp. 732-745
Open Access | Times Cited: 12
A regulatory focus perspective on performance goals' effects on achievement: A small-scale meta-analytical approach
Wojciech Świątkowski, Benoît Dompnier
Learning and Individual Differences (2020) Vol. 78, pp. 101840-101840
Closed Access | Times Cited: 11
The socialization of performance goals
Nicolas Sommet, Vincent Pillaud, Bart Meuleman, et al.
Contemporary Educational Psychology (2017) Vol. 49, pp. 337-354
Open Access | Times Cited: 9
Socially-shared cognition and consensus in small groups
John M. Levine
Current Opinion in Psychology (2017) Vol. 23, pp. 52-56
Closed Access | Times Cited: 9
When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment
Nicolas Sommet, David Nguyen, Kevin Fahrni, et al.
Motivation and Emotion (2018) Vol. 43, Iss. 2, pp. 266-284
Open Access | Times Cited: 9
Confirmation as coping with competition
Fabrizio Butera, Nicolas Sommet, Claudia Toma
European Review of Social Psychology (2018) Vol. 29, Iss. 1, pp. 299-339
Open Access | Times Cited: 9
Du travail de groupe à l’apprentissage collaboratif. Analyse de l’expérience d’étudiants en école de management
Laurent Cosnefroy, Sonia Lefeuvre
Revue française de pédagogie (2018), Iss. 202, pp. 77-88
Open Access | Times Cited: 8
Interpersonal predictors and outcomes of motivational profiles in middle school
You‐kyung Lee, Eunsoo Cho, Cary J. Roseth
Learning and Individual Differences (2020) Vol. 81, pp. 101905-101905
Closed Access | Times Cited: 6
Cross-domain effects of achievement goals: social costs and benefits
Andrea Eugenia Barrera, Beate Schuster
European Journal of Psychology of Education (2017) Vol. 33, Iss. 2, pp. 319-336
Closed Access | Times Cited: 5
The epistemic bases of changes of opinion and choices: The joint effects of the need for cognitive closure, ascribed epistemic authority and quality of advice
Gennaro Pica, Maxim Milyavsky, Antonio Pierro, et al.
European Journal of Social Psychology (2021) Vol. 51, Iss. 4-5, pp. 690-702
Open Access | Times Cited: 5
Évaluer l’effet de professionnels dans une activité collaborative au service de l’accompagnement de l’orientation des étudiants. Une entrée en animatique des groupes par l’étude des conflits socio-cognitifs.
Sylvain Dernat, Amandine VERCHERE, François Johany, et al.
Phronesis (2018) Vol. 7, Iss. 1, pp. 24-44
Open Access | Times Cited: 4
Learning goal orientation and abusive supervision
Hsiao‐Yen Mao
E+M Ekonomie a Management (2023) Vol. 26, Iss. 3, pp. 33-50
Open Access | Times Cited: 1
Changes in students’ achievement goals in advanced learning environment: a multivariate multilevel model
Sakhavat Mammadov, Nancy B. Hertzog
Educational Psychology (2021) Vol. 41, Iss. 9, pp. 1097-1116
Closed Access | Times Cited: 3
How Would Pyrrho have been Socially Valued? Social Desirability and Social Utility of Conflict Regulation
Nicolas Sommet, Alain Quiamzade, Fabrizio Butera
International review of social psychology (2017) Vol. 30, Iss. 1, pp. 141-141
Open Access | Times Cited: 2
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