Abstract
Two studies investigated the attributions of undergraduates for the outcomes of satisfying and dissatisfying achievement events that occurred naturally over the course of a 3-week period. In both studies, women with low performance self-esteem gave less ego-enhancing attributions than high self-esteem women, high self-esteem men, or low self-esteem men. Also, in Study 2 high self-esteem subjects attributed greater stability to causes of satisfying events than to causes of dissatisfying events, whereas low self-esteem subjects gave both types of events equivalent stability ratings. Both studies provide evidence of consistent individual differences in attributional style across occasions and situations. The gender differences were interpreted in the context of sex-role socialization factors and Anderson and Slusher's (1986) two-stage model of the attribution process.
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