In mathematics, physics, and chemistry, women are still considered to be at a disadvantage. In the present study, the development of the symptoms of learned helplessness was of particular interest. A study involving average and mildly gifted 8th-grade boys and girls (top 60%) investigated whether girls, regardless of ability level, experience helplessness in introductory physics courses more intensely than their male counterparts. Contrary to current research findings, no particular disadvantages for gifted girls could be isolated. In total, 7 explanatory approaches to helplessness were examined by regression analysis: the talent deficit hypothesis, the prior physics knowledge deficit hypothesis, the self-confidence deficit hypothesis, the modification deficit hypothesis, the interest deficit hypothesis, the anxiety hypothesis, and the control deficit hypothesis. On the basis of these findings, approaches to assist in the development of interventions are suggested. Putting the research to use: Symptoms of helplessness are found among a worrisome amount of students in introductory physics courses. Our study showed that an improvement in the domain-specific self-concept, as well as a decrease in test anxiety, appears to be crucial in reducing helplessness. An enhancement of control expectations, particularly among girls, is also called for. Furthermore, it would be most effective to stimulate talents since giftedness has proven to be an effective protection against helplessness. Attributional retrainings, in our opinion, provide an intervention that is not only effective, but is also economical in that it can be used successfully in various situations. Attributional retrainings have been proven to have a positive effect on self-concept, control expectations, and test anxiety. In these trainings, students are encouraged to find internal explanations for successes (e.g., amount of effort, ability) and to attribute failures to modifiable factors (e.g., amount of effort, use of learning strategies). In the case of failure, concrete feedback should be offered to the students on how they can improve their achievement. In the case of success, ability feedback should only be used to emphasize that abilities can be enhanced through appropriate learning.