Skip to main content
SpringerLink
Log in

Attributional bias instrument (ABI): validation of a measure to assess ability and effort explanations for math performance

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

Abstract

The present work investigates the validation of a newly developed instrument, the attributional bias instrument, based on achievement attribution theories that distinguish between effort and ability explanations of behavior. The instrument further incorporates the distinction between explanations for success versus failure in academic performance. An important characteristic of the instrument is that it can be used to assess biased attributions. For instance, attributional gender bias is the tendency to generate different attributions (explanations) for female versus male students’ performance in math. Whereas boys’ successes in math are attributed to ability, girls’ successes are attributed to effort; conversely, boys’ failures in math are attributed to a lack of effort and girls’ failures to a lack of ability. Previous research has shown this bias to be committed by teachers, parents, and students themselves. In the present study, high school students in Mexico were administered the instrument and asked to generate attributions for their successes and failures in math. Findings revealed: (1) a factor analysis confirmed the proposed structure of the instrument, (2) boys and girls committed the attributional gender bias, replicating effects in U.S. samples, and (3) additional analyses involving related measures further supported valid use of the instrument.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aronson J., Fried C. B., Good C. (2002) Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology 38: 113–125. doi:10.1006/jesp.2001.1491

    Article  Google Scholar 

  • Blackwell L. S., Trzesniewski K. L., Dweck C. S. (2007) Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 78(1): 246–263. doi:10.1111/j.1467-8624.2007.00995

    Article  Google Scholar 

  • Bleeker M. M., Jacobs J. E. (2004) Achievement in math and science: Do mothers’ beliefs matter 12 years later?. Journal of Educational Psychology 96(1): 97–109. doi:10.1037/0022-0663.96.1.97

    Article  Google Scholar 

  • Bornholt L., Möller J. (2003) Attributions about achievement and intentions about further study in social context. Social Psychology of Education 6: 217–231. doi:10.1023/a:1024715609124

    Article  Google Scholar 

  • Bouchey H. A., Harter S. (2005) Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology 97(4): 673–686. doi:10.1037/0022-0663.97.4.673

    Article  Google Scholar 

  • Butler R. (2000) Making judgments about ability: The role of implicit theories of ability in moderating inferences from temporal and social comparison information. Journal of Personality and Social Psychology 78(5): 965–978. doi:10.1037/0022-3514.78.5.965

    Article  Google Scholar 

  • Campbell J. R., Beaudry J. S. (1998) Gender gap linked to differential socialization for high-achieving senior mathematics students. Journal of Educational Research 91(3): 140–147

    Article  Google Scholar 

  • Darom E., Bar-Tal D. (1981) Causal perception of pupils’ success or failure by teachers and pupils: A comparison. Journal of Educational Research 74(4): 233–239

    Google Scholar 

  • Dweck C. S. (2002a) The development of ability conceptions. In: Wigfield A., Eccles J. S. (Eds.), Development of achievement motivation. Academic Press, New York, NY, pp 57–88

    Chapter  Google Scholar 

  • Dweck C. S. (2002b) Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In: Aronson J. (Ed.), Improving academic achievement. Academic Press, New York, NY, pp 37–60

    Chapter  Google Scholar 

  • Eccles J. S. (2007) Where are all the women? Gender differences in participation in physical science and engineering. In: Ceci S. J., Williams W. M. (Eds.), Why aren’t more women in science: Top researchers debate the evidence. American Psychological Association, Washington, DC, pp 199–210

    Chapter  Google Scholar 

  • Eccles-Parsons J. S., Adler T. F., Futterman R., Goff S. B., Kaczala C. M., Meece J. L., Midgley C. (1985) Self-perceptions, task perceptions, socializing influences, and the decision to enroll in mathematics. In: Chipman S. F., BrushWilson DM L. R., Wilson D. M. (Eds.), Women and mathematics: Balancing the equation. Erlbaum, Hillsdale, NJ, pp 95–121

    Google Scholar 

  • Espinoza, P., da Luz Fontes, A. B., & Arms-Chavez, C. J. (2012). Attributional Gender Bias: Teachers’ ability and effort explanations for students’ math performance. Manuscript submitted for publication.

  • Fennema E., Peterson P. L., Carpenter T. P., Lubinski C. A. (1990) Teachers’ attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics 21: 55–65. doi:10.1007/bf00311015

    Article  Google Scholar 

  • Findley M. J., Cooper H. M. (1983) Locus of control and academic achievement: A literature review. Journal of Personality and Social Psychology 44(2): 419–427. doi:10.1037/0022-3514.44.2.419

    Article  Google Scholar 

  • Frome P. M., Eccles J. S. (1998) Parents’ influence on children’s achievement-related perceptions. Journal of Personality and Social Psychology, 74(2): 435–452. doi:10.1037/0022-3514.74.2.435

    Article  Google Scholar 

  • Georgiou S. N., Stavrinides P., Kalavana T. (2007) Is victor better than victoria at maths?. Educational Psychology in Practice 23(4): 329–342. doi:10.1080/02667360701660951

    Article  Google Scholar 

  • Good C., Aronson J., Inzlicht M. (2003) Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Applied Developmental Psychology 24: 645–662. doi:10.1016/j.appdev.2003.09.002

    Article  Google Scholar 

  • Grant H., Dweck C. S. (2003) Clarifying achievement goals and their impact. Journal of Personality and Social Psychology 85(3): 541–553. doi:10.1037/0022-3514.85.3.541

    Article  Google Scholar 

  • Halpern D. F., Benbow C. P., Geary D. C., Gur R. C., Hyde J. S., Gernsbacher M. A. (2007) The science of sex differences in science and mathematics. Psychological Science in the Public Interest 8(1): 1–51. doi:10.1111/j.1529-1006.2007.00032

    Google Scholar 

  • Hong Y., Chiu C., Dweck C. S., Lin D. M.-S., Wan W. (1999) Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology 77: 588–599. doi:10.1037/0022-3514.77.3.588

    Article  Google Scholar 

  • Hu L., Bentler P. M. (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal. 6(1): 1–55. doi:10.1080/10705519909540118

    Article  Google Scholar 

  • Hurley A. E., Scandura T. A., Schriesheim C. A., Brannick M. T., Seers A., Vandenberg R. J., Williams L. J. (1997) Exploratory and confirmatory factor analysis: Guidelines, issues, and alternatives. Journal of Organizational Behavior 18(6): 667–683

    Article  Google Scholar 

  • Hyde J. S., Lindberg S. M., Linn M. C., Ellis A. B., Williams C. C. (2008) Gender similarities characterize math performance. Science 321(5888): 494–495. doi:10.1126/science.1160364

    Article  Google Scholar 

  • Hyde J. S., Mertz J. E. (2009) Gender, culture, and mathematics performance. Proceedings of the National Academy of Sciences 106(22): 8801–8807. doi:10.1073/pnas.0901265106

    Article  Google Scholar 

  • Jacobs J. E., Eccles J. S. (1992) The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions. Journal of Personality and Social Psychology 63: 932–944. doi:10.1037/0022-3514.63.6.932

    Article  Google Scholar 

  • Jacobs J. E., Lanza S., Osgood D. W., Eccles J. S., Wigfield A. (2002) Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development 73(2): 509–527

    Article  Google Scholar 

  • Jöreskog, K. G., & Sörbom, D. (2009). LISREL. Chicago: Scientific Software International.

  • Leder G. C., Forgasz H. J., Solar C. (1996) Research and intervention programs in mathematics education: A gendered issue. In: Bishop A., Clements K., Keitel C., Kilpatrick J., Laborde C. (Eds.), International handbook of mathematics education, Part 2. Kluwer, Dordrecht, pp 943–985

    Google Scholar 

  • Mangels J. A., Butterfield B., Lamb J., Good C., Dweck C. S. (2006) Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience 1(2): 75–86. doi:10.1093/scan/nsl013

    Article  Google Scholar 

  • Molden D. C., Dweck C. S. (2006) Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist 61(3): 192–203. doi:10.1037/0003-066x.61.3.192

    Article  Google Scholar 

  • Nicholls J. G. (1975) Causal attributions and other achievement-related cognitions: Effects of task outcome, attainment value, and sex. Journal of Personality and Social Psychology 31(3): 379–389. doi:10.1037/h0076505

    Article  Google Scholar 

  • Niiya Y., Crocker J., Bartmess E. N. (2004) From vulnerability to resilience: Learning orientations buffer contingent self-esteem from failure. Psychological Science 15: 801–805. doi:10.1111/j.0956-7976.2004.00759

    Article  Google Scholar 

  • O’Sullivan J. T., Howe M. L. (1996) Causal attributions and reading achievement: Individual differences in low-income families. Contemporary Educational Psychology 21(4): 363–387. doi:10.1006/ceps.1996.0027

    Article  Google Scholar 

  • Räty H., Vänskä J., Kasanen K., Kärkkäinen R. (2002) Parents’ explanation of their child’s performance in mathematics and reading: A replication and extension of Yee and Eccles. Sex Roles 46: 121–128. doi:10.1023/a:1016573627828

    Article  Google Scholar 

  • Roberts, J. K. (1999). Basic concepts of confirmatory factor analysis. Paper presented at the annual meeting of the Southwest Educational Research Association, San Antonio, TX. Retrieved from ERIC database (ED427091).

  • Ryckman D. B., Peckham P. D. (1987) Gender differences in attributions for success and failure. Journal of Early Adolescence 7(1): 47–63. doi:10.1177/0272431687071006

    Article  Google Scholar 

  • Rytkönen K., Aunola K., Nurmi J. E. (2007) Do parents’ causal attributions predict the accuracy and bias in their children’s self-concept of maths ability? A longitudinal study. Educational Psychology 27(6): 771–788. doi:10.1080/01443410701309316

    Article  Google Scholar 

  • Scafidi T., Bui K. (2010) Gender similarities in math performance from middle school through high school. Journal of Instructional Psychology 37(3): 252–255

    Google Scholar 

  • Schmader T., Johns M., Barquissau M. (2004) The costs of accepting gender differences: The role of stereotype endorsement in women’s experience in the math domain. Sex Roles. 50(11–12): 835–850. doi:10.1023/B:SERS.0000029101.74557.a0

    Article  Google Scholar 

  • Seegers G., Boekaerts M. (1996) Gender-related differences in self-referenced cognitions in relation to mathematics. Journal for Research in Mathematics Education 27(2): 215–240

    Article  Google Scholar 

  • Shih M., Pittinsky T. L., Ambady N. (1999) Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science 10(1): 80–83. doi:10.1111/1467-9280.00111

    Article  Google Scholar 

  • Stipek D. J., Gralinski J. H. (1991) Gender differences in children’s achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology 83: 361–371. doi:10.1037/0022-0663.83.3.361

    Article  Google Scholar 

  • Tiedemann J. (2000) Gender-related beliefs of teachers in elementary school mathematics. Educational Studies in Mathematics 41(2): 191–207. doi:10.1023/a:1003953801526

    Article  Google Scholar 

  • Tiedemann J. (2002) Teachers’ gender stereotypes as determinants of teacher perceptions in elementary school mathematics. Educational Studies in Mathematics 50: 49–62. doi:10.1023/a:1020518104346

    Article  Google Scholar 

  • Tom D., Cooper H. (1986) The effect of student background on teacher performance attributions: Evidence for counterdefensive patterns and low expectancy cycles. Basic and Applied Social Psychology 7: 53–62. doi:10.1207/s15324834basp0701_4

    Article  Google Scholar 

  • Weiner B. (1986) An attributional theory of motivation and emotion. Springer, New York

    Book  Google Scholar 

  • Weiner B. (2005) Motivation from an attribution perspective and the social psychology of perceived competence. In: Elliot A. J., Dweck C. S. (Eds.), Handbook of competence and motivation. Guilford Press, New York, pp 73–84

    Google Scholar 

  • Whitley B. E., Frieze I. H. (1985) Children’s causal attributions for success and failure in achievement settings: A meta-analysis. Journal of Educational Psychology 77(5): 608–616. doi:10.1037/0022-0663.77.5.608

    Article  Google Scholar 

  • Wigfield A., Eccles J. S. (2000) Expectancy-value tcxheory of achievement motivation. Contemporary Educational Psychology 25(1): 68–81. doi:10.1006/ceps.1999.1015

    Article  Google Scholar 

  • Yee D., Eccles J. S. (1988) Parent perceptions and attributions for children’s math achievement. Sex Roles 19: 317–333. doi:10.1007/bf0028984

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Leadership and Foundations College of Education, The University of Texas at El Paso, 500 W. University Ave., El Paso, TX, 79968, USA

    Penelope P. Espinoza & Rodolfo Rincones

  2. Department of Psychology, The University of Texas at El Paso, 500 W. University Ave., El Paso, TX, 79968, USA

    Stephanie A. Quezada & E. Natalia Strobach

  3. Humanities Department, Program of Education, Universidad Autonoma de Ciudad Juarez, H. Colegio Militar #3775 Zona Chamizal C.P., 32310, Ciudad Juárez, Chih, Mexico

    María Armida Estrada Gutiérrez

Authors
  1. Penelope P. Espinoza
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stephanie A. Quezada
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Rodolfo Rincones
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. E. Natalia Strobach
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. María Armida Estrada Gutiérrez
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Penelope P. Espinoza.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Espinoza, P.P., Quezada, S.A., Rincones, R. et al. Attributional bias instrument (ABI): validation of a measure to assess ability and effort explanations for math performance. Soc Psychol Educ 15, 533–554 (2012). https://doi.org/10.1007/s11218-012-9201-7

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-012-9201-7

Keywords

Search

Navigation