Education

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

M. Renoux, S. Goudeau, et al.

Dive into intriguing insights from research conducted by Margaux Renoux, Sébastien Goudeau, Theodore Alexopoulos, Cédric A. Bouquet, and Andrei Cimpian! This study uncovers how preschoolers often attribute academic successes to inherent traits like intelligence rather than external factors, shedding light on the potential implications for educational inequalities.

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~3 min • Beginner • English

Index

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.

Publisher

npj Science of Learning

Published On

Feb 20, 2024

Authors

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

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