Mediating role of gender in relationship between attribution style and academic achievement

The purpose of this study was to study the mediating role of gender in relationship between attribution style (positive and negative) and academic achievement in high school students. 233 junior high school students (118 girls and 115 boys) in Tehran selected randomly through multiphase cluster sampling. Subjects completed Peterson attribution style questionnaire. The average of mathematics, physics and chemistry scores in fall semester were used as an index of academic achievement. Data analyzed with two-way ANOVA. There was a significant relation (p<0.01) between attribution style and academic achievement. There was a significant difference between girls and boys regarding to positive attribution. There was no significant relation between gender and negative attribution. In comparison with gender, attribution style is a good predictor of academic achievement. The results are important for explaining school drop-out.