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

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

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Article number10
Journalnpj Science of Learning
Volume9
Issue number1
DOIs
StatePublished - Dec 2024

ASJC Scopus subject areas

  • Education
  • Developmental Neuroscience

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