Description: Using the correspondence hypothesis as a general theoretical framework, it is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a fit between the teaching style (authoritarian vs. democratic) and students' perceptions of their relation to the authority (epistemic dependence vs. independence). In several studies, students who perceived themselves in a state of epistemic independence towards their teachers are shown to be more influenced by a democratic rather than an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards their teachers. Results indicated that epistemic independent students need a degree of autonomy in the co-construction of knowledge, and display appropriation of knowledge only when provided by an epistemic authority offering them respect and deference. An authoritarian teaching style is not appropriate for these students. The authoritarian style may prompt them to view the relationship as an attempt to constrain them to be persuaded, and thus is likely to produce more resistance than social influence. Intercultural differences in these dynamics will also be discussed. The implications of these results are discussed in respect with teaching approaches and practices.