This study analyzed college students' use of motivational strategies in academic contexts. Participants included 11 male and 26 female undergraduate students enrolled in psychology courses at an urban university, who completed the Motivated Strategies for Learning Questionnaire. Analysis focused primarily on responses to the following sample items: "How well I do in this course will depend on how hard I try," and "It is my own fault if I do not do well in this course." Results showed a significant difference between males and females concerning their attributions of success with female students more likely than males to attribute academic success to their own efforts. There were no significant gender differences concerning their attributions of failure. Results suggest that increased use of male/female/student/mentor programs might enable one gender to acquire benefits from the other in academic endeavors. (CH)