Two studies are reported which utilize a variety of achievement situations. It was hypothesized that subjects would spontaneously make attributions to ability, effort, luck and/or task difficulty in all these situations and that they would seek information of the types used in previous studies. (Author/RK)

This study compares the differences in causal attributions of a person experiencing success or failure in an achievement situation (the actor) and someone who read about the situation (the observer). The subjects were given sets of anagrams which varied in difficulty. The results of both studies showed that actors were relatively more likely to…

Research designed to analyze the effect of achievement motivation and gender as determinants of attributions for success and failure is described. One-hundred and twenty male and female subjects, divided according to levels of achievement motivation, were asked to do an anagram task at which they were made to succeed or fail. Ratings of ability,…

Causal attributions of a person actually experiencing a success or failure (the actor) and someone who read about the situation (the observer) were compared. Results supported Jones and Nisbett (1971). (Editor)

Children from a Catholic elementary school were interviewed to determine what they saw as probable causes for success or failure in four situations: a school testing situation an art project, playing football, and catching frogs. Causal explanations were found to differ across the four situations. (Author/GDC)

Research indicates that most women continue to avoid achievement or excellence in careers considered to be "masculine" fields. One reason for this appears to be that even highly motivated women lack confidence in their abilities and are discouraged from seeking demanding careers by others. Recently, a growing number of older "reentry" women are…