Details

Autor(en) / Beteiligte

• Renoux, Margaux
• Goudeau, Sébastien
• Alexopoulos, Theodore
• Bouquet, Cédric A
• Cimpian, Andrei

Titel

The inherence bias in preschoolers' explanations for achievement differences: replication and extension

Ist Teil von

• NPJ science of learning, 2024-02, Vol.9 (1), p.10-10

Ort / Verlag

England: Nature Publishing Group

Erscheinungsjahr

2024

Link zum Volltext

Quelle

Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals

Beschreibungen/Notizen

• Two studies examined how preschoolers (N = 610; French) explain differences in achievement. Replicating and extending previous research, the results revealed that children invoke more inherent factors (e.g., intelligence) than extrinsic factors (e.g., access to educational resources) when explaining why some children do better in school than others. This inherence bias in explanation can contribute to inequalities in education (e.g., the early-emerging disparities based on social class) by portraying them as fair and legitimate even when they are not.