The self-serving attributional bias (SSAB) is a very common human bias. The SSAB, however, is at odds with being a good learner, since learning (often) requires learning from failure. In this paper, I explain controlled failure as part of good learning activity design. This design (among others) should include a metacognitive component wherein students are asked to learn about learning from failure, which requires them to come face to face with their own SSAB. In order to alleviate this conflict, I advocate for two designs found in the teaching literature: after-event reviews and guided reflection.
"How the Self-Serving Attributional Bias Affects Student Learning,"
Acta Cogitata: An Undergraduate Journal in Philosophy: Vol. 8, Article 6.
Available at: https://commons.emich.edu/ac/vol8/iss1/6