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To argue or not to argue? The role of personality traits, argumentativeness, epistemological beliefs and assigned positions for students’ participation in controversial political classroom discussions

Crossref DOI link: https://doi.org/10.1007/s42010-018-00033-4

Published Online: 2018-12-06

Published Print: 2019-03

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Gronostay, Dorothee https://orcid.org/0000-0002-1873-5123
Funding

Funding for this research was provided by:

Interdisciplinary Centre for Educational Research izfb (formerly Centre for Empirical Educational Research ZeB), University Duisburg-Essen
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Article History

First Online: 6 December 2018

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