RENOUX, Margaux; GOUDEAU, Sébastien; ALEXOPOULOS, Theodore; BOUQUET, Cédric; CIMPIAN, Andrei

doi:10.1038/s41539-024-00218-w

RENOUX, Margaux
Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]]

GOUDEAU, Sébastien
Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]]

ALEXOPOULOS, Theodore

Laboratoire de psychologie [LabPsy]

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Ce document a été publié dans

npj Science of Learning. 2024-02-20, vol. 9, n° 1, p. 1-9

Résumé en anglais

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.< Réduire

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https://oskar-bordeaux.fr/handle/20.500.12278/203939

DOI

http://dx.doi.org/10.1038/s41539-024-00218-w

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Laboratoire de psychologie (LabPsy) - UR 4139

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

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Résumé en anglais

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