Gender Differences in Attributions for Success and Failure Situations Across/Subject Areas

Ryckman, David B.; Peckham, Percy D.

doi:10.1080/00220671.1987.10885808

Cited by 54 publications

(36 citation statements)

References 21 publications

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“…Even with equivalent levels of achievement, girls, as compared to boys, may perceive themselves as having less ability in science (Dweck, 1989;Horgan, 1995;Sadker, Sadker, & Klein, 1991;Ryckman & Peckham, 1987). Kahle and Meece (1994) reported that gender differences in perceived competence or ability may be greater than differences in interest.…”

Section: Perceived Competencementioning

confidence: 99%

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

André

Whigham

Hendrickson

et al. 1999

J. Res. Sci. Teach.

193

171

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Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K-3 students received simpler questionnaires than did Grade 4-6 students or parents. Among Grade 4 -6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4 -6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719 -747, 1999 While much research on attitudes toward and beliefs about science has been conducted, relatively little of this research has (a) focused on elementary school students, (b) examined developmental trends, or (c) compared attitudes and beliefs toward science to attitudes and beliefs toward other school subject matters. To improve attitudes toward science, knowledge is needed about the current state of attitudes toward school subjects across grade levels for each gender. Haladyna and Shaughnessy (1982) called for more developmental research on attitudes. In addition, examining the relationship between parent and student attitudes provides a basis for understanding extrascholastic influences on the development of subject matter specific attitudes. This article focuses on the developmental pattern of students' attitudes and beliefs toward school subject matters during the elementary years and the relationship of student attitudes and parental attitudes. We focus on five attitudes and beliefs: (a) positive affect or liking of the subject matter, (b) perceived importance of the subject matter, (c) perceived competence in the subject mat-JOURNAL

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Section: Perceived Competencementioning

confidence: 99%

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

André

Whigham

Hendrickson

et al. 1999

J. Res. Sci. Teach.

193

171

View full text Add to dashboard Cite

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“…Girls believed their failure related strongly to their lack of ability. Ryckman and Peckham (1987) stated that boys had a greater tendency to blame failure on external factors, such as luck.…”

Section: Attitude Towards Success In Mathematicsmentioning

confidence: 99%

Students’ attitudes towards mathematics in single-sex and coeducational schools

Norton

Rennie

1998

Math Ed Res J

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This paper examines students' attitudes towards mathematics at the secondary school level. Using five of the Fennema-Sherman scales, the attitudes of boys and girls in Grades 8 to 12 in four schools were compared: a single-sex boys" and a single-sex girls' private school, and a state and a private coeducational school. Multivariate analysis of variance was used to guide an exploration of how students' attitudes varied according to grade, sex and educational setting. There were no differences between students in the two coeducational schools. In general, students' attitudes were found to be less positive in more senior grades; and overall, boys had more positive attitudes than girls. There were dear differences between boys and girls on the Mathematics as a Male Domain scale, with girls being less stereotyped in their perceptions than boys. Except for this scale, effects related to the sex of the student were small, and effects relating to grade level and school type on all variables were also small. Implications are drawn for future research in this area.

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“…It has already been well established that attributional processes can be observed in children (Nicholls & Miller, 1984;Ruble & Rholes, 1981), although they vary according to the outcome of situations (Whitley & Frieze, 1985), the child's gender (Ryckman & Peckham, 1987;Shaughnessy & Teglasi, 1989), and the level of development of children (Little, 1985;Nicholls, 1978;Nicholls & Miller, 1984;Yamauchi, 1988). Most central to our concerns, several authors (Chapman & Skinner, 1989;Kun, 1977;Nichols, 1978;Nicholls & Miller, 1984;Yamauchi, 1988) have observed that 5-to 13-year-old children differed in the importance they attribute to effort and ability in explaining their performance on particular situations.…”

mentioning

confidence: 99%

A Developmental Perspective on Children’s Understanding of Causal Attributions in Achievement-related Situations

Normandeau

Gobeil

1998

International Journal of Behavioral Development

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The development of children's understanding of causal attributions for academic situations was investigated. Causal attributions are part of the metacognitive knowledge children have about themselves as problem-solvers. Children (7, 9, 11 years old) were asked to explain the failure or success outcomes of familiar academic situations that they could experience. They rated these causes along the dimensions of locus of causality, controllability, stability, and globality. Results show that children formulated spontaneously a diversity of attributions to explain academic performance. Some age differences were observed in the use of causal attributions: 11-year-old children were more likely to explain their performance by their familiarity with the task, but less likely to mention external factors. Age differences were also observed in children's perception of causal dimensions for attributions to effort and strategy but not to familiarity. With increasing age children perceived these causal attributions to be more internal, more controllable, and less stable. Finally, children perceived attributions to be more controllable, internal, and stable in success than in failure situations. Theoretical and methodological aspects for studying the development of attributions and causal dimensions are discussed.Causal attributions are part of the metacognitive knowledge children have about themselves as problem-solvers (Weinert, 1987) and are often

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Gender Differences in Attributions for Success and Failure Situations Across/Subject Areas

Cited by 54 publications

References 21 publications

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

Students’ attitudes towards mathematics in single-sex and coeducational schools

A Developmental Perspective on Children’s Understanding of Causal Attributions in Achievement-related Situations

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