Over 300 students assessed their causal attributions and expectations for success and failure in mathematics, and their self concepts of math ability. Results varied, depending on research method employed, but did not when taken together support the hypothesis that girls are more learned helpless in mathematics than are boys. (Author/GC)

Five studies, involving 70 male, 133 female, and 6 unknown adults, examine potential determinants of gender differences in helplessness of children by investigating 2 steps in the expectancy confirmation process: gender-based expectations, and proposed differential treatment for inadequate academic performance based on gender. (SLD)