ERIC Number: ED261612
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Gender Differences in College Students' Attributions for Success in Two Subject Areas.
Shea, Kathleen A.; Llabre, Maria M.
The consistency of gender differences in attributions for success in two subject areas representing verbal and mathematical tasks was investigated. English and social science were used to represent verbal tasks and mathematics the computational task. In natural classroom settings, a total of 1,110 community college students completed a questionnaire comprised of the following 10 student attributions for success: luck, mood, effort, textbook, task difficulty, instructor, ability, attitude toward the subject, incentive to do well, and influence of others. Data on student age, prior course-taking, and race/ethnicity were also collected. Because the study focused on successful students only, data were analyzed for 421 students meeting the criteria for success: agreement between objective letter grade given and the student's subjective evaluation of performance. Data analysis indicated that while there were no gender differences in attributions for success, attributions did depend on the particular course being taken. Therefore attributions for success in mathematics were different from those in English. The role of attribution as a causal variable in a model of academic choice proposed by Meece et al. is addressed, along with recommendations for future attribution research. The Test Attribution Questionnaire is appended. (SW)
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).