Gender differences in attribution of success and failure

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Gender differences in attribution of success and failure by Mind Map: Gender differences in attribution of success and failure

1. Weiner Attribution Theory

1.1. An attributional theory of achievement motivation and emotion.

1.2. The Development of an Attribution-Based Theory of Motivation: A History of Ideas

1.3. Gender differences in attribution

1.3.1. Academic attribution of secondary students: gender, year level and achievement level

1.3.2. (OLD) Sex Differences in Performance Attributions, Self-Efficacy, and Achievement in Mathematics: If I'm So Smart, Why Don't I Know It?

1.3.3. (Adult) Attribution for Success and Failure in Romanian Context. Theoretical Model that Accounts for Explaining Performance

2. Attribution and student achievement

2.1. Students’ attributions for their best and worst marks: Do they relate to achievement?

2.2. The Causal Relationships between Attribution Styles, Mathematics Self-Efficacy Beliefs, Gender Differences, Goal Setting, and Math Achievement of School Children

2.3. Causal Attribution Patterns of Mainstream School Students and Their Effect on Achievement

2.4. The relationship between academic self-concept, attributions, and L2 achievement


2.6. Attributional beliefs of Singapore students: relations to self-construal, competence and achievement goals

3. Influences of others

3.1. Teachers' attribution of student performance (gender bias)

3.1.1. Attributional gender bias: teachers’ ability and effort explanations for students’ math performance

3.2. Parents

3.2.1. Stability in Parents’ Causal Attributions for Their Children’s Academic Performance: A Nine-Year Follow-up

3.2.2. Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later

3.2.3. Parents' math–gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds

3.3. ??no attribution?? \The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes

4. Self-efficacy (Gender differences)

4.1. Gender differences in academic self-efficacy: a meta-analysis

4.2. The Gender Confidence Gap in Fractions Knowledge: Gender Differences in Student Belief–Achievement Relationships

4.3. Chapter One – Motivation in Educational Contexts: Does Gender Matter?

5. Attribution and motivation

5.1. The Development of an Attribution-Based Theory of Motivation: A History of Ideas

6. Learned helplessness

6.1. Learned Helplessness in School During Adolescence*

7. Reducing gender differences

7.1. Assessing Student Self-Regulation with a Modified Microanalytic Approach: Initial Validity and Relations with Stereotype Threat