Céline Poletti

Biographic Data

ID5016586
NAMECéline Poletti
GIVEN NAMESCéline
FAMILY NAMEPoletti
SIGNATUREPOLETTI C
AFFILIATIONSUniversity of Lausanne
ORCID0000-0002-1591-5225
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS1
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2022
LATEST PUBLICATION YEAR2026
H-INDEX1

  • I Feel Competent, Therefore I Am

    Open AccessFernando Núñez-Regueiro, Herbert W Marsh et al.ARTICLEEducational Psychology Review2026

    Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…

  • Learning With Jigsaw

    Open AccessEva Vives, Céline Poletti et al.ARTICLEReview of Educational Research2025

    The jigsaw classroom is a cooperative learning method designed in the late 1970s to improve the academic performance of minority children by reducing intergroup conflict and increasing self-evaluations. Despite its high popularity, the available evidence for the effectiveness of this method seems scant and mixed, with neither meta-analysis nor systematic review. To fill this gap, the authors conducted a systematic review of studies conducted from…

  • Finger counting training enhances addition performance in kindergarteners

    Open AccessCéline Poletti, Marie Krenger et al.ARTICLEChild Development2025Cited by: 1References: 31

    Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, ηp2 = .15). This result was replicated on a much smaller scale (37 five…

  • Cooperative learning reduces the gender gap in perceived social competences

    Open AccessOcyna Rudmann, Anatolia Batruch et al.ARTICLEJournal of Educational Psychology2024

    Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment—the ProFAN project—was conducted i…

  • French preschool and primary teachers' attitude towards finger counting

    Open AccessCéline Poletti, Marie Krenger et al.ARTICLEActa Psychologica2023

    Teachers' beliefs and attitudes are known to guide the type of activities they implement in their classrooms. A traditional conception that finger counting is merely a back-up when children fail to use more sophisticated and efficient strategies could therefore prevent teachers from encouraging children's use of fingers in arithmetic tasks. However, the potential benefit of finger counting for young learners has been recently documented and setti…

  • The Evolution of Finger Counting between Kindergarten and Grade 2

    Open AccessCéline Poletti, Marie Krenger et al.ARTICLEChildren2022

    In this longitudinal study, we aimed at determining whether children who efficiently use finger counting are more likely to develop internalized arithmetic strategies than children who are less efficient. More precisely, we analyzed the behavior of 24 kindergarteners aged between 5 and 6 years who used their fingers to solve addition problems, and we were interested in determining the evolution of their finger counting strategies towards mental s…