Effort Attributions and Achievement in Math and Sciences: The Moderating Effect of Gender and Academic Support
Effort Attributions and Achievement in Math and Sciences: The Moderating Effect of Gender and Academic Support

Summary/Abstract: Our study examined if the relationship between students’ effort attributions and achievement was moderated by gender and academic support. Students in the eleventh grade (N=326) completed self-report questionnaires for effort attributions, parental, teacher and peers support. Three months later, the students’ grades were collected from schools’ registers. The results indicated that the relationship between effort attributions, academic support and achievement was moderated by the students’ gender. In the boys’ sample, parental support was a significant predictor of achievement, while in the girls’ sample both teacher and peers support predicted achievement. The relationship between effort attributions and achievement was moderated by the teacher’s support only in the girls’ sample. The implications of these findings for the importance of academic support and effort attributions for counseling students with school failure are discussed.

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