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

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When teaching style matches students' epistemic (in)dependence:

The moderating effect of perceived epistemic gap

QUIAMZADE, Alain, MUGNY, Gabriel, CHATARD, Armand

QUIAMZADE, Alain, MUGNY, Gabriel, CHATARD, Armand. When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap.

European Journal of Psychology of Education, 2009, vol. 24, no. 3, p. 361-371

DOI : 10.1007/BF03174766

Available at:

http://archive-ouverte.unige.ch/unige:15849

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