NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ843189
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0256-2928
Epistemic Constraint and Teaching Style
Quiamzade, Alain; Mugny, Gabriel; Falomir-Pichastor, Juan Manuel
European Journal of Psychology of Education, v24 n2 p181-190 2009
An experimental study investigated the influence of informational dependence on information appropriation as a function of epistemic authority's styles. In a 2x2 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. (Contains 1 table and 2 notes.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A