Metadata
Show full item recordShare this item!
The inherence bias in preschoolers’ explanations for achievement differences: replication and extension
RENOUX, Margaux
Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]]
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]]
See more >
Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]]
RENOUX, Margaux
Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]]
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]]
< Reduce
Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]]
Language
EN
Article de revue
This item was published in
npj Science of Learning. 2024-02-20, vol. 9, n° 1, p. 1-9
English 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) ...Read more >
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.Read less <
Collections