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.
This is a preview of subscription content, log in via an institution to check access.
REFERENCES
Anderson, C. A., Jennings, D. L., & Arnoult, L. H. (1988). Validity and utility of the attributional style construct at a mode rate leve l of speci® city. Jo urnal of Person ality and Social Psycho logy, 55(6), 979-990.
Arntz, A., Ge rlsma, C., & Albersnage l, F. A. (1985). Attributional style questioned: Psychome tric evaluation of the ASQ in Dutch adolescents. Advan ces in Behavioral Research and Therapy, 7, 55-89.
Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and depression: Antecedents, concomitants, and consequences. Psycho logical Bulletin, 104(1), 97-126.
Cross, S. E., & Markus, H. R. (1993). Gender in thought, belief, and action: A cognitive approach. In A. E. Beall & R. J. Sternberg (Eds.), The psychol ogy of gend er (pp. 55-98). New York: Guilford Press
Dweck, C. S.,& Reppucci, N.D. (1973). Learne d helplessne ss and re inforcement re sponsibility in children. Jo urn al of Person ality an d Social Psych ology, 25(1), 109-116.
Ely, R. J. (1995). The power in demography: Women' s social constructions of gende r identity at work. Acad emy of Managemen t Jou rnal, 38(3), 589-634.
Fe ather, N. T. (1969). Attribution of responsibility and valence of success and failure in re lation to initial con® dence and task performance. Jo urn al of Perso nality an d Social Psycho logy, 13(2), 129-144.
Geis, F. L. (1993). Self-ful® lling prophecie s: A social psychological view of gende r. In A. E. Be all & R. J. Sternberg (Eds.), The psych ology of gend er (pp. 9-54). New York: Guilford Pre ss.
Gutmann, D. (1987). Reclaimed powers: Toward a new psych ology of men an d women in later life. New York: Basic Books.
Kaufman, C. G., & Shikiar, R. (1985). Sex of employe e and sex of supervisor: Effect on attributions for the causality of succe ss and failure. Sex Roles, 12(3/4), 257-269.
Kelley, H. H. (1973). The proce ss of causal attribution. American Psycho logist, 28, 107-128.
Martinko, M. J., & Gardne r, W. L. (1982). Le arned helplessness: An alternative explanation for performance de® cits. Academy of Man agement Review, 7(2), 195-204.
Peterson, C., & Seligman, M. E. P. (1984). Causal explanations as a risk factor for depression: Theory and e vidence. Psych ological Review, 91(3), 347-374.
Peterson, C., Semmel, A., VonBaeyer, C., Abramson, L. Y., Metalsky, G. I., & Seligman, M. E. P. (1982). The attributional style questionnaire. Cogn itive Therap y and Research, 6(3), 287-300.
Petiprin, G. L., & Johnson, M. E. (1991). Effects of gender, attributional style, and item dif® culty on academic performance. Jou rnal of Psycho logy, 125(1), 45-50.
Rosenthal, P. (1995). Gender difference s in managers' attributions for succe ssful work performance. Women in Man agem ent Review, 10(6), 26-31.
Seligman, M. E. P. (1990). Learned op timism. New York: Knopf.
Sterling, R. C., Ye isley-Hyne s, D., Little, S. G., & Cater, J. R. (1992). The effects of initial level of se lf-esteem, gender, and task outcome on causal attribution and affective arousal. The Journ al of Social Psycholo gy, 132(4), 561-564.
Travis, C. B., Phillippi, R. H., & Henley, T. B. (1991). Gender and causal attributions for maste ry, personal, and interpersonal events. Psycho logy of Women Quarterly, 15, 233-249.
Twomey, D. P. (1994). Equ al employment op portuni ty law (3rd ed.). Cincinnati: South-Western Publishing Co.
Vasil, L. (1992). Self-ef® cacy expectations and causal attributions for achievement among male and female university faculty. Jou rnal of Vocation al Beh avior, 41, 259-269.
Weiner, B., Frieze, I. H., Kukla, A., Reed, L., Rest, S., & Rosenbaum, R. M. (1971). Perceiving the cau ses of success an d failure. Morristown, NJ: General Le arning Pre ss.
Wiley, M. G., & Crittenden, K. S. (1992). By your attributions you shall be known: Consequence s of attributional accounts for professional and gender identities. Sex Roles, 27(5/6), 259-276.
Rights and permissions
About this article
Cite this article
Campbell, C.R., Henry, J.W. Gender Differences in Self-Attributions: Relationship of Gender to Attributional Consistency, Style, and Expectations for Performance in a College Course. Sex Roles 41, 95–104 (1999). https://doi.org/10.1023/A:1018889825562
Issue Date:
DOI: https://doi.org/10.1023/A:1018889825562