Gender Differences in Attributions for Success and Failure

David B. Ryckman · Percy D. Peckham

39 citations0/0 files storedThe Journal of Early Adolescence

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Education, Achievement, and Giftedness Career Development and Diversity Gender and Technology in Education

Abstract

The study examined gender differences in attributions for success and failure in math/science and language arts. Developmental patterns were also examined through a cross sectional design of 731 boys and 680 girls in grades four through eleven. Girls were found to have fewer adaptive attributional patterns in math/science than in language arts. While boys had more adaptive patterns in math/science than had girls, they also had more adaptive patterns for language arts patterns than for math/science. It was concluded that cross content area research should consider the student's relative perceived task difficulty.

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References

1973Review of research in education 1976Self-Concept: Validation of Construct Interpretations 1977Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors 1982Self concept: The interplay of theory and methods.1980Human Helplessness: Theory and Applications 1984Sex differences in achievement: A test of alternate theories.1978Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis.1977Women's self-confidence in achievement settings.

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