TY - JOUR
T1 - The inherence bias in preschoolers’ explanations for achievement differences
T2 - replication and extension
AU - Renoux, Margaux
AU - Goudeau, Sébastien
AU - Alexopoulos, Theodore
AU - Bouquet, Cédric A.
AU - Cimpian, Andrei
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2024/12
Y1 - 2024/12
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85185675634&partnerID=8YFLogxK
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U2 - 10.1038/s41539-024-00218-w
DO - 10.1038/s41539-024-00218-w
M3 - Article
AN - SCOPUS:85185675634
SN - 2056-7936
VL - 9
JO - npj Science of Learning
JF - npj Science of Learning
IS - 1
M1 - 10
ER -