This study directly examined gender differences in the perception of the dimensional properties of causal attributions using a non-academic setting. Participants were 77 employees (31 males, 46 females) of four local financial institutions in Oklahoma. Questionnaires presented a success or failure scenario within either an affiliation (compliment…

Using an open-ended questionnaire, 236 fifth- and sixth-grade pupils attributed their success or failure on a test given in their classroom to eight different causes. Results indicated that the pupils tended to attribute success mainly to external causes and failure mainly to internal causes. (JMB)

The purpose of this study was to expand the previous limited locus of control focus of gender differences cross-nationally by shifting to an attributional model for both successes and failures in both achievement and affiliation domains in order to test the hypothesis that women differ from men in their attributional patterns for achievement and…

Male and female undergraduates rated their ability, amount of preparation, task difficulty, and their initial confidence (expectation) before they began an important examination. Subsequently they attributed causality for the examination outcome by rating the importance of factors involving ability, preparation, task difficulty, and luck as…

Assessed causal attributions for losing perceived by high school students (N=150). Subjects responded to questionnaire comprising three categories of activities (sports, academic, social) in which they had not won or achieved desired outcome. Found that adolescent girls indicated significantly more internal attributions and boys more external…

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)

Examines ways in which social cues, in conjunction with a child's history, influence the child's interpretation of and reaction to failure feedback in evaluative settings. It is suggested that the way in which a child reacts to another's behavior is largely dependent upon subtle but powerful social cues within situation. (JH)

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)

Compared heavy and light-moderate drinking female college students along personality dimensions. Although no differences were found in social desirabiliy or locus of control, heavy drinkers possessed greater fear of failure and greater sensation seeking than did light-moderate drinkers. Results have implications for causes of problem drinking…

Assessed Indian children's perception of control in the cognitive, social, and physical domains of school functioning by using the multidimensional measure of children's perception of control. Data analyses indicated a significant developmental difference in children's perception of the source of control, and this varied with their success or…

The purpose of this study was to investigate whether there are differences between males and females on locus of control, if experimental instructions differentially affect the performance of internals as opposed to externals, and if locus of control differentially influences performance on distinct types of aptitude tests. The Children's…