PUBLICATIONS

Scientific Articles

2024, in press, and preprints

• El-Hamamsy, L., Bruno, B., Audrin, C., Chevalier, M., Avry, S., Dehler Zufferey, J., & Mondada, F. (2023). How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps. arXiv. doi: 10.48550/arXiv.2306.00820

• Erdemli, A., Audrin, C., & Sander, D. (2024). Is interesting knowledge a reward? An integrative model of emotion, reward, and appraisal frameworks of epistemic curiosity. PsyArXiv. doi: 10.31234/osf.io/kz2a7

2023

• Audrin, B, & Audrin, C. (2023). Scan it, buy it, pay it — Customers' psychological contracts as partial employees in retail. Personnel Review, 52(5), 1387-1404. doi: 10.1108/PR-08-2020-0640

• Audrin, C. (2023). How is biodiversity understood in compulsory education textbooks? A lexicographic analysis of teaching programs in the French-speaking part of Switzerland. Environmental Education Research, 29, 1056-1071. doi: 10.1080/13504622.2022.2092597

• Audrin, C., & Audrin, B. (2023). More than just emotional intelligence online: Introducing "digital emotional intelligence". Frontiers in Psychology, 14, Article 1154355. doi: 10.3389/fpsyg.2023.1154355

• Gavin, A.-S., & Audrin, C. (2023). ESD in school: Understanding French-speaking Swiss pupils' representations of sustainability. Environmental Education Research, 29, 1144-1154. doi: 10.1080/13504622.2022.2128061

• Gay, P., Audrin, C., & Burel, N. (2023). Gérer joie, tristesse, anxiété, colère et compagnie : devenir des as de l'intelligence émotionnelle en classe. L'Éducateur, 5, 6-7.

• Görzig, A., Blaya, C., Bedrosova, M., Audrin, C., & Machackova, H. (2023). The amplification of cyberhate victimisation by discrimination and low life satisfaction: Can supportive environments mitigate the risks? The Journal of Early Adolescence, 43(1), 5-36. doi: 10.1177/02724316221078826

• Mercier, J., Chabloz, N., Dozot, G., Audrin, C., Ertz, O., Bocher, E., & Rappo, D. (2023). Impact of geolocation data on augmented reality usability: A comparative user test. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, XLVIII-4/W7-2023, 133-140. doi: 10.5194/isprs-archives-XLVIII-4-W7-2023-133-2023

2022

• Alvarez, L., Carrupt, R., Audrin, C., & Gay, P. (2022). Self-reported flow in online learning environments for teacher education: A quasi-experimental study using a counterbalanced design. Education Sciences, 12(5), Article 351. doi: 10.3390/educsci12050351

• Audrin, C., & Audrin, B. (2022). Key factors in digital literacy in learning and education: A systematic literature review using text mining. Education and Information Technologies, 27(6), 7395-7419. doi: 10.1007/s10639-021-10832-5

• Audrin, C., & Bressoud, N. (2022). Les compétences émotionnelles dans la formation enseignante. Administration & Éducation, 4(176), 95-102.

• Audrin, C., & Coppin, G. (2022). Interest and confusion: Contrasting theoretical approaches. Swiss Psychology Open, 2(1), Article 5. doi: 10.5334/spo.35

• Audrin, C., Vuichard, A., & Salazar, F. (2022). Les émotions d'accomplissement dans l'évaluation formative : importance de la créativité à l'école. La Revue LEeE, 5, Article 4. doi: 10.48325/rleee.005.04

• Blaya, C., Audrin, C., & Skrzypiec, G. (2022). School bullying, perpetration, and cybernate: Overlapping issues. Contemporary School Psychology, 26, 341-349. doi: 10.1007/s40688-020-00318-5

• Chevalier, M., Giang, C., El-Hamamsy, L., Bonnet, E., Papaspyros, V., Pellet, J.-P., Audrin, C., Romero, M., Baumberger, B., & Mondada, F. (2022). The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school. Computers & Education, 180, Article 104431. doi: 10.1016/j.compedu.2022.104431

• Gay, P., Burel, N., Bressoud, N., Lucciarini, E., & Audrin, C. (2022). Les compétences socioémotionnelles pour réussir à l'école (et ailleurs): ça s'apprend ! Bulletin CIIP, 6, 10-13.

• León Pérez, L., Audrin, C., & Sander, E. (2022). Framing biodiversity conceptions. Proceedings of the Annual Meeting of the Cognitive Science Society, 44, 1602-1608. https://escholarship.org/uc/item/76s4t9t9

• Martinelli, C. S., Baillifard, A., & Audrin, C. (2022). A trait-based network perspective on the validation of the French Short Boredom Proneness Scale. European Journal of Psychological Assessment. Advance online publication. doi: 10.1027/1015-5759/a000718

• Vazard, J., & Audrin, C. (2022). The noetic feeling of confusion. Philosophical Psychology, 35, 757-770. doi: 10.1080/09515089.2021.2016675

2021

• Audrin, C., & Hascoët, M. (2021). Bored to be wild: How boredom is related to pre-service teachers' intention to persist in their studies. International Journal of Environmental Research and Public Health, 18(9), Article 4452. doi: 10.3390/ijerph18094452

• Capron Puozzo, I., & Audrin, C. (2021). Improving self-efficacy and creative self-efficacy to foster creativity and learning in schools. Thinking Skills and Creativity, 42, Article 100966. doi: 10.1016/j.tcs.2021.100966

• Coppin, G., Audrin, C., Monseau, C., & Deneulin, P. (2021). Is knowledge emotion? The subjective emotional responses to wines depend on level of self-reported expertise and sensitivity to key information about the wine. Food Research International, 142, Article 110192. doi: 10.1016/j.foodres.2021.110192

• Erdermli, A., Audrin, C., & Sander, D. (2021). The role of epistemic emotions in learning from others. Behavioral and Brain Sciences, 44, Article e151. doi: 10.1017/S0140525X20001624

• Vazard, J., & Audrin, C. (2021). The noetic feeling of confusion. Philosophical Psychology, 35(5), 757-770. doi: 10.1080/09515089.2021.2016675

2020

• Audrin, C. (2020). Edito — Les émotions : l'avenir de la formation enseignante? [Edito — Emotions as the future of teacher education]. Recherches en éducation, 41, Article 539. doi: 10.4000.ree.539

• Audrin, C. (2020). Les émotions dans la formation enseignante : une perspective historique [Emotions in teacher education: A historical perspective]. Recherches en éducation, 41, Article 541. doi: 10.4000.ree.541

• Audrin, C., Vuichard, A., & Capron Puozzo, I. (2020). Emotions épistémiques et créativité dans la formation enseignante : un duo gagnant ? [Emotions, learning and creativity in teacher education]. Recherches en éducation, 41, Article 575. doi: 10.4000.ree.575

• Audrin, C., & Blaya, C. (2020). Psychological well-being in a connected world: The impact of cybervictimization in children's and young people's life in France. Frontiers in Psychology, 11, Article 1427. doi: 10.3389/fpsyg.2020.01427

• Blaya, C., Audrin, C., & Skrzypiec, G. (2020). School bullying, perpetration, and cyberhate: Overlapping issues. Contemporary School Psychology. doi: 10.1007/s40688-020-00318-5

2019

• Audrin, C. (2019). Innovation pédagogique en milieu universitaire : définition et pratiques. Revue Internationale de Pédagogie de l'Enseignement Supérieur, 35(2), Article 2101. doi: 10.4000/ripes.2101

• Blaya, C., & Audrin, C. (2019). Toward an understanding of the characteristics of secondary school cybernate perpetrators. Frontiers in Education, 4, Article 46. doi: 10.3389/feduc.2019.00046

• Marlot, C., Audrin, C., & Morge, L. (2019). Des normes professionnelles auto-prescrites: Le cas de la mise en oeuvre de la démarche scientifique en Suisse romande [Self-prescribed professional standards: The case of the implementation of the scientific approach in French-speaking Switzerland]. Recherches en Education (REE), 35, 76-91.

• Sermier Dessemontet, R., Martinet, C., de Chambrier, A.-F., Martini-Willemin, B.-M., & Audrin, C. (2019). A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. Educational Research Review, 26, 52-70. doi: 10.1016/j.edurev.2019.01.001

2018

• Audrin, C., Brosch, T., Sander, D., & Chanal, J. (2018). More than meets the eye: The impact of materialism on information selection during luxury choices. Frontiers in Behavioral Neuroscience, 12, Article 172. doi: 10.3389/fnbeh.2018.00172

• Audrin, C., Cheval, B., & Chanal, J. (2018). Materialism moderates the impact of mortality salience on impulsive tendencies toward luxury brands. Death Studies, 42(2), 115-122. doi: 10.1080/07481187.2017.1334008

• Audrin, C., & Perrin, N. (2018). L'effet maître: de quoi parle-t-on ? Educateur (L'), 9, 16-18. 

2017

• Audrin, C., Brosch, T., Chanal, J., & Sander, D. (2017). When symbolism overtakes quality: Materialists consumers disregard product quality when faced with luxury brands. Journal of Economic Psychology, 61, 115-123. doi: 10.1016/j.joep.2017.04.001

• Audrin, C., Ceravolo, L., Brosch, T., Chanal, J., & Sander, D. (2017). Associating a product with a luxury brand label modulates neural reward processing and favors choices in materialistic individuals. Scientific Reports, 7, Article 16176. doi: 10.1038/s41598-017-16544-6

• Cheval, B., Audrin, C., Sarrazin, P., & Pelletier, L. (2017). When hunger does (or doesn't) increase unhealthy and healthy food consumption through food wanting: The distinctive role of impulsive approach tendencies toward healthy food. Appetite, 116, 99-107. doi: 10.1016/j.appet.2017.04.028

• Dukes, D., Clément, F., Audrin, C., & Mortillaro, M. (2017). Looking beyond the static face in emotion recognition: The informative case of interest. Visual Cognition, 25, 575-588. doi: 10.1080/13506285.2017.1341441