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Gifted Child Quarterly
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Attributional Choices for Academic Success and Failure by Intellectually Gifted Students

Susan G. Assouline

The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of Iowa

Nicholas Colangelo

The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of Iowa

Damien Ihrig

The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of Iowa

Leslie Forstadt

The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of Iowa

This study emerges from the lack of empirical research on gifted students' attributions about academic success and failure in multiple subject areas and school in general. We explored differences in top attributional choices between boys and girls for success and failure in general academics, language arts, science, and mathematics. Gifted students were more likely to attribute failure to not working hard enough (long-term effort), rather than to not being smart (ability). Sex differences were found in attributional choices for general academics, science, mathematics, and language arts. The findings counter some popular theoretical expectations of gifted students' attributional choices for success and failure in their academic performance.

Gifted Child Quarterly, Vol. 50, No. 4, 283-294 (2006)
DOI: 10.1177/001698620605000402
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