Epistemic Constraint and Teaching Style

Autor/inn/en	Quiamzade, Alain; Mugny, Gabriel; Falomir-Pichastor, Juan Manuel
Titel	Epistemic Constraint and Teaching Style
Quelle	In: European Journal of Psychology of Education, 24 (2009) 2, S.181-190 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Teaching Styles; Teacher Characteristics; Academic Failure; Epistemology; College Students; Academic Achievement; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Erkenntnistheorie; Collegestudent; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	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.) (As Provided).
Anmerkungen	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: http://www.ispa.pt/ISPA/vEN/Public
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10