When teaching style matches students’ epistemic (in)dependence: The moderating effect of perceived epistemic gap
- 作者Alain Quiamzade; Gabriel Mugny; Armand Chatard
- 卷第24卷
- 期第3期
- 印刷ISSN0256-2928
- 电子ISSN1878-5174
- 文件大小94.43KB
- 发表时间2009-09
- DOI10.1007/bf03174766
- 页码361-371
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