Exam 6: Ability and Achievement

Correct Answer:

Answered by Examlex AI Copilot

Gender differences in attribution refer to the ways in which men and women tend to explain the causes of events or behaviors. Research has shown that there are some consistent patterns in how men and women attribute the causes of events, and these differences can have implications for how individuals perceive themselves and others.

One common gender difference in attribution is the tendency for men to attribute their successes to internal factors, such as their own abilities or efforts, while attributing their failures to external factors, such as bad luck or the actions of others. On the other hand, women are more likely to attribute their successes to external factors, such as help from others or luck, and their failures to internal factors, such as their own lack of ability or effort.

These differences in attribution can have important implications for how men and women perceive themselves and their abilities. For example, men may be more likely to take credit for their successes and feel confident in their abilities, while women may be more likely to downplay their successes and feel less confident. Additionally, these differences in attribution can also impact how individuals perceive and evaluate others, leading to potential biases in hiring, promotion, and other areas.

It's important to note that these gender differences in attribution are not universal, and there is significant variation within each gender. Additionally, societal and cultural factors can also play a role in shaping these attribution patterns. Overall, understanding gender differences in attribution can help us to better understand and address issues related to gender equality and bias.

Correct Answer:

Answered by Examlex AI Copilot

Yes, teachers' expectations and behaviors can significantly influence students' ability and achievement. Research has shown that when teachers have high expectations for their students, those students tend to perform better academically. For example, a study conducted by Rosenthal and Jacobson in 1968, known as the "Pygmalion effect," found that when teachers were led to believe that certain students were capable of academic growth, those students showed greater improvement compared to their peers. This demonstrates the powerful impact of teacher expectations on student achievement.

Furthermore, teachers' behaviors, such as providing constructive feedback, offering support, and creating a positive learning environment, can also have a significant impact on students' ability and achievement. A meta-analysis conducted by Hattie in 2009 found that teacher-student relationships and teacher feedback have a strong positive effect on student achievement.

In conclusion, teachers' expectations and behaviors play a crucial role in shaping students' academic performance. By maintaining high expectations and exhibiting supportive behaviors, teachers can positively influence students' ability and achievement.