Gender Differences in College Students' Attributions for Success and Failure

Attributions for success and failure have been the topic of much research. One area of focus is that of gender differences. Research has produced highly inconsistent results, but many believe that differences exist in the way men and women attribute success and failure. The present study was designed to identify differences in the ways college men and women make attributions for success and failure and to determine whether there are gender differences in attributions for success and failure in ego-involved areas. Three hundred and ninety undergraduate students completed the Collegiate Attributions Scale. Results showed that (a) college students are more likely to make internal/stable attributions for success in a class of their major than in a class outside their major, (b) females are as likely as males to attribute success to internal/ stable factors and failure to external/unstable factors, (c) both males and females tend to attribute academic failure to lack of effort and course difficulty, (d) females are more likely than males to make internal/stable attributions for success in gender role consistent classes and for failure in gender role inconsistent classes, and (e) females are more likely than males to attribute both academic success and failure to effort. These results suggest that female attributions undergo some changes from high school to college, but male attributions remain fairly constant.

Name thesis:degree_name

Master of Art

Discipline thesis:degree_discipline

Department of Psychology

Year

1998

Author dc:creator

• Hutton, Anna

• Gender and Sexuality
• Psychology
• Social Psychology

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/314

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-1317