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ERIC Number: EJ858034
Record Type: Journal
Publication Date: 2009-Sep
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0256-2928
When Teaching Style Matches Students' Epistemic (In)Dependence: The Moderating Effect of Perceived Epistemic Gap
Quiamzade, Alain; Mugny, Gabriel; Chatard, Armand
European Journal of Psychology of Education, v24 n3 p361-371 Sep 2009
In a 2x2x2 factorial design, 3rd year Romanian psychology students (N = 94) were assigned into 2 groups according to the extent to which they acknowledged an epistemic dependence (low vs. high) toward their professor. They then compared the competence of 3rd year students to that of 1st year or 5th year students. Finally, they were exposed to a persuasive counter-attitudinal message from an epistemic authority, framed in an authoritarian vs. democratic style. The main dependent variable was the influence of the counter-attitudinal message. Results show an interaction between the three variables. No effects were found among students in the upward social comparison condition in which they felt particularly incompetent. The expected interaction between style and dependence was significant in the downward comparison condition where participants felt more competent than 1st year students. Students high in perceived epistemic dependence were more influenced by the authoritarian style than those low in epistemic dependence. The reverse tended to be true for participants exposed to the democratic style. (Contains 1 table and 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Romania