Gender Differences in Attributions for Success and Failure

Ryckman, David B.; Peckham, Percy D.

doi:10.1177/0272431687071006

Cited by 33 publications

(21 citation statements)

References 23 publications

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“…Alternatively, an emphasis on the Team Success norm would lead to increased internal team pressure towards specialization and therefore discourage students from adopting roles they believe to be atypical of their gender. Particularly, in STEM fields, girls have been shown to be less likely than males to attribute success to their abilities, but more likely to attribute failure to their abilities (Ryckman & Peckham 1987). Therefore, win or lose, robotics competitions that emphasize team success over equitable participation may differentially affect the interest and involvement of girls relative to their male counterparts.…”

Section: Practical Considerationsmentioning

confidence: 99%

Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions

et al. 2016

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Background: Robotics competitions are increasingly popular and potentially provide an on-ramp to computer science, which is currently highly gender imbalanced. However, within competitive robotics teams, student participation in programming is not universal. This study gathered surveys from over 500 elementary, middle, and high school robotics competition participants to examine (1) whether programming involvement in these competitions is associated with motivation to pursue additional programming experiences and (2) whether opportunities to learn programming varied by gender, age, and competition type. Results: Results showed a significant association of students' programming involvement with their motivation to learn more programming. Interestingly, in the youngest groups/entry-level competitions, girls were heavily involved in programming. Unfortunately, in older/more advanced competitions, girls were generally less involved in programming, even after controlling for prior programming experience. These gendered effects were substantially explained by programming interest. Conclusions: While robotics competition experiences may motivate students to learn more programming, gender gaps in programming involvement persist in these learning environments and appear to widen as students grow older and enter more advanced competitions. Therefore, addressing gender imbalances in programming will likely require greater attention to particular curricular and pedagogical characteristics of robotics competitions that support girls' interest and involvement in programming.

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Section: Practical Considerationsmentioning

confidence: 99%

Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions

et al. 2016

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“…Men tend to attribute success to internal factors (such as talent) and failure to external factors (such as effort or lack thereof) while women tend to do the opposite (Dweck et al, 1978). This is especially true for mathematical tasks (Ryckman and Peckham, 1987). As a consequence, women are more likely to exhibit impaired performance after failure (Dweck and Gilliard, 1975).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Losing in a Competition on the Willingness to Seek Further Challenges

Buser

2016

Management Science

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How do people react to setbacks and successes? I use a laboratory experiment to determine the effect of winning and losing in a competition on the willingness to seek further challenges. Participants compete in two-person tournaments in an arithmetic task and are then informed of their score and the outcome of the competition. Participants then have to decide on a performance target for a second round: the higher the target, the higher the potential reward, but participants who do not reach the target earn nothing. Conditional on the score, winning or losing is exogenous. I find that, conditional on first-round scores, losers go for a more challenging target. Losers also perform worse, leading to lower earnings and a higher probability of failure. These results are driven by gender-specific reactions to winning and losing: men react to losing by picking a more challenging target while women lower their performance. These findings could have important implications for our understanding of individual career paths. Early outcomes could alter the probability of success and failure in the long term. Data, as supplemental material, are available at http://dx.doi.org/10.1287/mnsc.2015.2321 . This paper was accepted by Uri Gneezy, behavioral economics.

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“…While gender differences in confidence, belief updating, and performance changes can therefore not explain why more women than men drop out of competition following a loss, the psychology literature on gender differences in the reaction to success and failure gives some hints for potential psychological mechanisms. According to this literature, men tend to attribute success to internal factors (such as talent) and failure to external factors (such as effort or lack thereof) while women tend to do the opposite (Dweck et al, 1978;Ryckman and Peckham, 1987).…”

Section: Discussionmentioning

confidence: 99%

How Does the Gender Difference in Willingness to Compete Evolve with Experience?

Buser

2016

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract I study how gender differences in willingness to compete evolve over time in response to experience. Participants in a lab experiment perform the same real-effort task over several rounds. In each round, they have to choose between piece-rate remuneration and a winner-takes-all competition. At the end of each round, those who compete get feedback on the competition outcome. The main result is that women are much more likely than men to stop competing after a loss, which leads to the appearance of a significant gender gap in competitiveness even among those who are initially willing to compete. This gender effect is also present for high performers. In an additional experiment, I show that giving feedback to non-competers might further increase the gender gap in willingness to compete as men who initially choose not to compete react more strongly to positive feedback compared to women. JEL: C91, D03, J01, J16 Terms of use: Documents in

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Gender Differences in Attributions for Success and Failure

Cited by 33 publications

References 23 publications

Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions

Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions

The Impact of Losing in a Competition on the Willingness to Seek Further Challenges

How Does the Gender Difference in Willingness to Compete Evolve with Experience?

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