One attributional model of achievement proposes that individuals attribute their own and others' performance outcomes to one or more of four causes, i.e., ability, effort, task difficulty, and luck, and that such attributions have motivational significance for subsequent achievement-related behavior. The effects of gender, level of resultant achievement motivation (RAM), and overt attributions on inertial motivation were examined by presenting male and female college students with an initial task on which they either succeeded or failed and did or did not make overt attributions. Differences in performance on a related but different task were used as an index of differential inertial motivation effects. Results indicated that females outperformed males on both performance quantity and quality and appeared to be more highly motivated. Both sexes attributed performance outcomes to the same causes in the same proportions. (Author/HLM)