Self-serving bias in the classroom: Who shows it? Who knows it?

Two studies were conducted to explore student and teacher attributions for success and failure. In the first study, college students were randomly assigned to 1 of 3 roles (student, teacher, or observer). The teacher constructed a written lesson for the student to study. Both teachers and students made self-serving attributions taking credit for success, but not for failure. Although their attributions differed, participants in each role were aware of how participants in the other roles would make their attributions. A second study surveyed college teachers, students, and staff concerning actual previous high and low grades. The results replicated those of the first study.