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Sex Differences in Self-Efficacy and Attributions: Influence of Performance Feedback

University of Houston

Marsha W. Lilly

Alief (Texas) Independent School District

This study explored the hypothesis that explicit performance feedback would moderate sex differences in performance expectations (self-efficacy) and attributions. Within this context, this study investigated whether achievement cognitions differed as a function of grade level. Male and female students in grades six and eight judged their self-efficacy for learning a novel mathematical task (residues), after which they individually completed a written packet that provided instruction and practice opportunities. Students received performance feedback by checking answers to alternate problems. Following training, attributions and self-efficacy for solving residue problems were assessed. Although girls initially judged self-efficacy lower than boys, no sex differences were obtained on any measure following training. Sixth graders made higher effort attributions and demonstrated lower residue skill than eighth-grade students. Implications for teaching are discussed.

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