| Title: |
The Inherence Bias in Preschoolers' Explanations for Achievement Differences: Replication and Extension |
| Language: |
English |
| Authors: |
Margaux Renoux; Sébastien Goudeau (ORCID 0000-0001-7293-0977); Theodore Alexopoulos; Cédric A. Bouquet (ORCID 0000-0003-4228-3291); Andrei Cimpian (ORCID 0000-0002-3553-6097) |
| Source: |
npj Science of Learning. 2024 9. |
| Availability: |
Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/ |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Preschool Children; Academic Achievement; Individual Differences; Student Attitudes; Opinions; Social Bias; Influences |
| DOI: |
10.1038/s41539-024-00218-w |
| ISSN: |
2056-7936 |
| 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. |
| Abstractor: |
As Provided |
| Notes: |
https://osf.io/w9sur |
| Entry Date: |
2024 |
| Accession Number: |
EJ1431685 |
| Database: |
ERIC |