学龄前儿童对成绩差异的解释中的内在偏见:复制和扩展
Margaux Renoux1, Sébastien Goudeau2, Theodore Alexopoulos3
1Centre de Recherches sur la Cognition et l'Apprentissage (UMR 7295), Université de Poitiers, CNRS, Poitiers, France.
NPJ science of learning
|February 20, 2024
概括
幼儿园儿童通过关注固有的特征而不是教育资源来解释成绩差异. 这种偏见可以使教育不平等合法化,即使这些不公平.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 社会不平等的社会不平等.
背景情况:
- 了解孩子们如何看待成就对于解决教育差异至关重要.
- 之前的研究表明,人们倾向于解释成功和失败,但对学龄前儿童的具体属性知之甚少.
- 对成就的早期解释可能会塑造对公平和机会的长期信念.
研究的目的:
- 调查法国学龄前儿童如何解释同龄人的学业成绩差异.
- 为了确定学龄前儿童在他们的解释中是否倾向于内在因素 (例如智力) 或外部因素 (例如资源).
- 检查这些解释在延续教育不平等方面的潜在作用.
主要方法:
- 针对法国610名学龄前儿童进行了两项研究.
- 孩子们被要求解释为什么有些人在学校比其他人表现更好.
- 分析了解释,以确定内在与外部归因的流行率.
主要成果:
- 学前儿童主要将成绩差异归因于内在因素,如智力.
- 引用外部因素的解释,比如获得教育资源的机会,不太常见.
- 这种固有的偏见在所有研究中都得到了一致的观察.
结论:
- 幼儿园幼儿表现出一种偏见,即根据先天的品质来解释成就.
- 这种认知偏见可能有助于认为教育不平等是公平和合理的.
- 可能需要进行干预,以促进对成就的更细致的理解,并减少社会阶级差异的影响.
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