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Epistemic constraint and teaching style

Published in European Journal of Psychology of Education. 2009, vol. 24, no. 2, p. 181-190
Abstract An experimental study investigated the influence of informational dependence on information appropriation as a function of epistemic authority's styles. In a 2 x 2 design, university students were informed that acknowledging epistemic dependence was related either to academic success or to academic failure, and were exposed to controversial information from an epistemic authority that used either an authoritarian or a democratic style. The main dependent variable was the extent to which participants appropriated the controversial information. Firstly, the results showed that students were more inclined to admit that their own academic competence depended on the information delivered by the teachers when epistemic dependence was related to success rather than to failure. Secondly, the admittance of dependence had a different impact on information appropriation according to the authority's style. Admittance increased appropriation under a democratic style whereas it decreased appropriation under an authoritarian style.
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Other version: http://www.ispa.pt/ejpe/vol_xxiv_0209_181190.asp
Research group Groupe de recherche sur l'influence sociale (GRIS)
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QUIAMZADE, Alain, MUGNY, Gabriel, FALOMIR PICHASTOR, Juan Manuel. Epistemic constraint and teaching style. In: European Journal of Psychology of Education, 2009, vol. 24, n° 2, p. 181-190. https://archive-ouverte.unige.ch/unige:4013

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Deposited on : 2009-11-10

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