Gender and Causal Attributions for Mastery, Personal, and Interpersonal Events

Travis, Cheryl Brown; Phillippi, Raymond H.; Henley, Tracy B.

doi:10.1111/j.1471-6402.1991.tb00794.x

Cited by 6 publications

(5 citation statements)

References 41 publications

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“…The results showed that the difference between means of these two groups was not significant in any of the attribution sub-constructs in this study. These results confirmed some other researchers (e.g., Martin, Kovac & Hryshko, 1989;Travis, Phillippi & Henley, 1991;Wu, 2011) ideas about lack of gender differences between male and female students in their attributions for their success and failures in learning English as a foreign language. According to Hyde (2005), men and women are quite similar in most psychological variables.…”

Section: International Journal Of Educationsupporting

confidence: 81%

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Attribution Theory, Personality Traits, and Gender Differences among EFL Learners

Fatemi

Asghari²

2012

IJE

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This study was designed to determine whether there is any association between learners' personality traits and their sets of attributions in learning English as a foreign language, regarding their gender differences. To this aim, 216 lower intermediate English language learners, 111 male and 105 female, studying in Shokouh English language institutes in Mashhad took part in the study. They completed NEO-Five Factor Inventory (NEO-FFI) and Attribution questionnaire (ATFLL). The results of the correlational study in male and female groups indicated significant relationships between some of personality traits and sub-scales of attribution theory. The result of t-test showed that the difference between means was not significant in any of the attribution sub-constructs between male and female learners. Regarding personality factors, results showed that the difference between the means was significant only for Agreeableness and Conscientiousness.

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Section: International Journal Of Educationsupporting

confidence: 81%

“…Some researchers could not find any significant differences in male and female attributions for their success and failures (e.g., Martin, Kovac & Hryshko, 1989;Travis, Phillippi & Henley, 1991). However, research findings of gender differences in causal attribution are not consistent.…”

Section: Gendermentioning

confidence: 76%

Attribution Theory, Personality Traits, and Gender Differences among EFL Learners

Fatemi

Asghari²

2012

IJE

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“…At times no evidence for gender differences in causal attributions for success and failure is found (e.g., Martin, Kovac & Hryshko, 1989;Travis, Phillippi & Henley, 1991). In addition, meta-analyses by Sohn (1982) and Whitley, McHugh, and Frieze (1986) found few consistent gender differences in causal attributions.…”

Section: Research Findings Of No Gender Differences In Causal Attribumentioning

confidence: 95%

Gender differences in causal attributions by college students of performance on course examinations

Beyer

1998

Curr Psychol

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Gender differences in causal attributions and emotions for imagined success and failure on examinations were investigated. Males made stronger ability attributions for success than females, whereas females emphasized the importance of studying and paying attention. Males more than females attributed failure to a lack of studying and low interest, but females were more likely than males to blame an F on a lack of ability. Females experienced stronger emotions than did males; they felt happier than males did after success but felt more like a failure than did males after imagining receiving an F on an examination. Some of the gender differences in causal attributions, especially for ability attributions, depended on the gender-type of the subject matter of the examinations. The implications of these findings are discussed.Causal attributions for achievement have been studied extensively over the past twenty-five years. Weiner (1974) originally categorized causal attributions along two dimensions: stability and locus of control. Although Weiner (1985) added a third dimension, controllability, most research on gender differences in causal attributions has focused on his two original dimensions. The attributions for achievement outcomes that have received the most empirical attention include ability (internal, stable), effort (internal, unstable), task difficulty (external, stable), and luck (external, unstable). Research has found that, in general, people show a self-enhancing bias in attributions; participants attribute greater responsibility to ability and effort in explaining their successes than failures, whereas failure participants attribute greater responsibility to external factors such as task difficulty than do success participants (e.g., Arkin & Maruyama, 1979;Elig & Frieze, 1979;Gilmor & Reid, 1979).In 1979, Falbo and Beck discovered a methodological problem with most of the research on causal attributions of performance: Only 23 percent of the causal attributions participants made spontaneously "could be classified in terms of the Weiner et al. (1971) model. Effort constituted 13% of the total; Ability, 8%; Task Difficulty, 1%; and Luck, less than 1%" (p. 188). Which causal attributions constitute the other 77 percent of responses is an intriguing question. To address this issue, the present research allowed pilot test participants to list the causes of receiving an A or an F in one of three subject matters. These free responses were then used in a closed-ended format on a separate set of participants. It was hoped that this approach would yield information on the kinds of causal attributions people make spontaneously.

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“…In addressing college students’ attributions to academic performance, Beyer (1999) found that whereas men were making internal and stable attributions for success, women engaged in more self-defeating internal and stable attributions for failure. However, other studies with undergraduates have found no difference in attributional style by gender (Campbell & Henry, 1999; Sterling, Yeisley-Hynes, Little, & Carter, 1992; Travis, Phillippi, & Henley, 1991). Less is known about this phenomenon with adolescents; hence the rationale to extend the findings of past research and also to shed light on the inconsistent findings reviewed above.…”

Section: The Influence Of Gender On Self-efficacy and Attributional Stylementioning

confidence: 93%

Attributional Style and Self-Efficacy in Singaporean Adolescents

Yeo

Tan

2012

Aust. j. guid. couns.

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This investigation examined the relationship between adolescent students’ attributional style and their perceived academic self-efficacy using the Children's Attributional Style Questionnaire (CASQ) (Seligman et al., 1984) and Multidimensional Scales of Perceived Self Efficacy (Bandura, 1989). Attributional style, defined as the way in which people explain events (Abramson, Seligman, & Teasdale, 1978), is represented by three dimensions: permanence, pervasiveness, and personalisation. Statistically significant differences were observed between attributional style for gender and academic streams. Females were more optimistic and hopeful than males. They attributed permanence to good events, but assumed personal responsibility for bad events. Males displayed a more negative attributional style, perceiving negative events as permanent and pervasive. Higher-ability students reported greater optimism about their future compared to their lower-ability students. No gender and ability differences were found for academic self-efficacy. Students’ attributional style was positively associated with their efficacy for self-regulated learning. Findings were interpreted in terms of educational implications and student empowerment, with suggestions made for future studies.

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Gender and Causal Attributions for Mastery, Personal, and Interpersonal Events

Cited by 6 publications

References 41 publications

Attribution Theory, Personality Traits, and Gender Differences among EFL Learners

Attribution Theory, Personality Traits, and Gender Differences among EFL Learners

Gender differences in causal attributions by college students of performance on course examinations

Attributional Style and Self-Efficacy in Singaporean Adolescents

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