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

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

Résumé

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.

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Psychologie
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Dates et versions

hal-04722406 , version 1 (05-10-2024)

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Goudeau Sebastien, Margaux Renoux, Théodore Alexopoulos, Cedric A. Bouquet, Andrei Sébastien Cimpian. The inherence bias in preschoolers’ explanations for achievement differences: replication and extension. npj Science of Learning, 2024, 9 (10), ⟨10.1038/s41539-024-00218-w⟩. ⟨hal-04722406⟩
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