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When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap

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Published in European Journal of Psychology of Education. 2009, vol. 24, no. 3, p. 361-371
Collection Open Access - Licence nationale Springer
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Research group Groupe de recherche sur l'influence sociale (GRIS)
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QUIAMZADE, Alain, MUGNY, Gabriel, CHATARD, Armand. When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap. In: European Journal of Psychology of Education, 2009, vol. 24, n° 3, p. 361-371. doi: 10.1007/BF03174766 https://archive-ouverte.unige.ch/unige:15849

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Deposited on : 2011-05-19

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