Article
Reference
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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