When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap
ContributorsQuiamzade, Alain; Mugny, Gabriel; Chatard, Armand
Published inEuropean Journal of Psychology of Education, vol. 24, no. 3, p. 361-371
Collection
- Open Access - Licence nationale Springer
Publication date2009
Research group
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
Main files (1)
Article (Published version)
Identifiers
- PID : unige:15849
- DOI : 10.1007/BF03174766
Commercial URLhttp://www.springerlink.com/content/h6524640pm45w4w7/
