Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
1998
Thesis Director
Christine McCormick
Abstract
Several explanations have been offered to account for sex differences in academic achievement patterns. Two in particular have been looked at extensively in past research: learned helplessness/mastery orientation theory and attribution theory (explanatory style). Most studies look at these two explanations separately, but it seems important to examine them together. The present study explored how learning orientation, explanatory style and gender relate to children's academic performance.
The hypotheses of this study were that more girls would fall into the helpless category, but would still be optimistic and would have higher grade point averages (GPA' s). More boys were expected to fall in the mastery-oriented category, yet they were expected to be more pessimistic and have lower GPA' s. Eighty-three third and fourth grade children completed two questionnaires, one looking at explanatory style and one looking at learning orientation. The results of a 3-way ANOVA indicated a significant two-way interaction between learning orientation and gender. Boys who scored higher on the mastery scale also had higher GPA' s. For girls the relationship was just the opposite. Girls who scored higher on the mastery scale had lower GPA' s. Complete discussion of the results will be presented with implications for practice and further research.
Recommended Citation
Grubar, Jennifer, "Relations of Explanatory Style, Learning Orientation, and Gender with Children's Academic Performance" (1998). Masters Theses. 1748.
https://thekeep.eiu.edu/theses/1748
