Gender Differences in Self-Attributions: Relationship of Gender to Attributional Consistency, Style, and Expectations for Performance in a College Course

Gender Differences in Self-Attributions: Relationship of Gender to Attributional Consistency,... Results are reported for a study of collegestudents that examined gender differences in theconsistency of attributions over time, in generalattributional style, and in specific explanations forperformance in a course. Both genders demonstratedconsistency over time. There was no difference ingeneral attributional style by gender, and there was nodifference in specific attributions for courseperformance by gender combined with accuracy in predictingperformance. However, there was a difference in theexplanations for performance selected by men versuswomen and in the explanations for performance selected by those students who accurately predictedtheir own performance versus inaccurate predictors. Thesample was comprised of 113 men and 94 women; mostly inthe 21 to 24 age range (108), followed by the 17 to 20 age range (78), the 24 to 27 range (16),27 to 30 range (3) and the older than 30 range (2). Thesample was mostly Caucasian (176), followed by Asian(13), African American (8), Hispanic (7), Other (2), and missing data (1). Most students werebusiness majors (180), with 21 other majors and 6missing data. Implications of these results arediscussed in this article. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Gender Differences in Self-Attributions: Relationship of Gender to Attributional Consistency, Style, and Expectations for Performance in a College Course

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Publisher
Kluwer Academic Publishers-Plenum Publishers
Copyright
Copyright © 1999 by Plenum Publishing Corporation
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1023/A:1018889825562
Publisher site
See Article on Publisher Site

Abstract

Results are reported for a study of collegestudents that examined gender differences in theconsistency of attributions over time, in generalattributional style, and in specific explanations forperformance in a course. Both genders demonstratedconsistency over time. There was no difference ingeneral attributional style by gender, and there was nodifference in specific attributions for courseperformance by gender combined with accuracy in predictingperformance. However, there was a difference in theexplanations for performance selected by men versuswomen and in the explanations for performance selected by those students who accurately predictedtheir own performance versus inaccurate predictors. Thesample was comprised of 113 men and 94 women; mostly inthe 21 to 24 age range (108), followed by the 17 to 20 age range (78), the 24 to 27 range (16),27 to 30 range (3) and the older than 30 range (2). Thesample was mostly Caucasian (176), followed by Asian(13), African American (8), Hispanic (7), Other (2), and missing data (1). Most students werebusiness majors (180), with 21 other majors and 6missing data. Implications of these results arediscussed in this article.

Journal

Sex RolesSpringer Journals

Published: Sep 30, 2004

References

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