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Titles listWhen teaching style matches students' epistemic (in)dependence: The moderating effect of perceived...
Titles listWhen teaching style matches students' epistemic (in)dependence: The moderating effect of perceived...
Scientific Article
unige:15849 
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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 | |
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Open Access - Licence nationale Springer |
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| Identifiers | DOI: 10.1007/BF03174766 | |
| Full text |
Article (Published version) (699 Kb) - Free access Other version: http://www.springerlink.com/content/h6524640pm45w4w7/ |
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| Structures | ||
| Research group | Groupe de recherche sur l'influence sociale (GRIS) | |
| Citation (ISO format) | 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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