fr
Article scientifique
Accès libre
Anglais

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

Publié dansEuropean Journal of Psychology of Education, vol. 24, no. 3, p. 361-371
Collection
  • Open Access - Licence nationale Springer
Date de publication2009
Citation (format ISO)
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
Fichiers principaux (1)
Article (Published version)
accessLevelPublic
Identifiants
520vues
178téléchargements

Informations techniques

Création16.05.2011 10:29:00
Première validation16.05.2011 10:29:00
Heure de mise à jour14.03.2023 16:51:44
Changement de statut14.03.2023 16:51:44
Dernière indexation15.01.2024 22:22:19
All rights reserved by Archive ouverte UNIGE and the University of GenevaunigeBlack