The inherence bias in preschoolers’ explanations for achievement differences: replication and extension - Archive ouverte HAL Accéder directement au contenu
Article Dans Une Revue npj Science of Learning Année : 2024

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

Le biais d'internalité dans l'explication des différences de réussite des élèves de Grande-Section : réplication et extension

Résumé

Abstract 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.

Domaines

Psychologie
Fichier principal
Vignette du fichier
Renoux_et_al-2024-npj_Science_of_Learning.pdf (733.29 Ko) Télécharger le fichier
Origine Publication financée par une institution

Dates et versions

hal-04613890 , version 1 (17-06-2024)

Identifiants

Citer

Margaux Renoux, Sébastien Goudeau, Theodore Alexopoulos, Cédric Bouquet, Andrei Cimpian. The inherence bias in preschoolers’ explanations for achievement differences: replication and extension. npj Science of Learning, 2024, 9 (1), pp.10. ⟨10.1038/s41539-024-00218-w⟩. ⟨hal-04613890⟩
0 Consultations
0 Téléchargements

Altmetric

Partager

Gmail Mastodon Facebook X LinkedIn More