Abstract
AbstractMale and female subjects in sixth‐grade, tenth‐grade, and college classes attempted to solve five anagrams, stating their expectancy of success prior to each anagram and their causal attributions for success and failure following each anagram; at the conclusion of the task they assessed the factors responsible for their performance. They then stated the number of simple addition problems they expected to solve in a limited time, attempted the problems, and assessed the factors responsible for their performance. The results support a model of achievement behavior derived from attribution theory and suggest that among the determinants of expectancy of success are the person's perceptions of his ability for the task and of the outcomes of previous encounters with it, as well as achievement‐related social stereotypes such as sex‐role stereotypes. Some possible implications of the results for remedial education are suggested.
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