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

Published inEuropean Journal of Psychology of Education, vol. 24, no. 3, p. 361-371
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  • Open Access - Licence nationale Springer
Publication date2009
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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
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