Investigated whether failure for men and women in competitive achievement situations is differentially evaluated according to an individual's level of failure. Found the pervasive tendency to downgrade unsuccessful men in relation to unsuccessful women. (CMG)

Reports on a study designed to assess whether attributions or causality of success and failure would vary as a function of sex role attitudes. Indicates that sex-typed notions about competence may still be deeply ingrained despite recent social changes. (Author/MK)

Because different fear of success measurement instruments do not seem to tap the same underlying trait, factor analysis of this construct was inconclusive. The study's findings on anxiety, however, were clearer: anxiety significantly differentiates the sexes and is a negative predictor of both grade point average and ability. (Author/GC)

In two experiments, third, fifth, and eleventh graders attributed success to effort more frequently on a "sex inappropriate" task than on a "sex appropriate" task. Overriding sex-of-actor biases emerged in explanations for failures, suggesting that failures were treated as anticipated outcomes for females. (Author/MJL)

Examined (1) whether sex differences in achievement patterns are recalled by subjects who were personally involved; (2) whether women and men rely on different causal factors to explain their success or failure; and (3) if the achievement pattern influences causal attributions for success or failure. (Author/GC)

Attitudes toward parenting success or failure were tested via a questionnaire administered to 276 undergraduates without parenting experience. Female respondents were especially success-oriented and viewed parenting as requiring deliberation and skill; males were more inclined to put blame for failure on the child. (CJM)

Discriminant analyses of 439 subjects who were asked to write an account of an achievement of failure, and to describe it in terms of locus of standards, conceptual focus, and initial expectations for success, indicated that cognitions were more readily patterned in terms of achievement domain than sex. (Author/BJV)

Over 300 students assessed their causal attributions and expectations for success and failure in mathematics, and their self concepts of math ability. Results varied, depending on research method employed, but did not when taken together support the hypothesis that girls are more learned helpless in mathematics than are boys. (Author/GC)

Describes a series of 4 studies that used projective story cues to elicit the stereotypes held by 17-year-old English students regarding the likely consequences of males' and females' successes in different academic and occupational settings. Data indicate a strong double standard for males' and females' successes and careers. (JS)