Single-Sex Groupings: A Solution for Sex Differences in Mathematics Learning?

Data from an evaluation and a re-evaluation three years later of a Grade 10 single-sex mathematics program showed in 1996 significant differences on rating mathematics as a male domain, higher self-rating by boys of achievement in mathematics, and girls higher attribution for failure in mathematics to the task. Support for a single-sex program has lessened.

Dysphoria and the Failure to Perceive and Use Discounting Information: Implications for Internalizing Negative Feedback

The present study examined the proposition that dysphoric individuals make internal attributions because they do not use available discounting cues. To test this hypothesis, 23 dysphoric and 32 nondysphoric college students were either provided a discounting cue or were led to believe that an internal attribution for failure was appropriate (no discounting cue). On the primary measure of internality, nondysphoric individuals made greater external attributions when a discounting cue was available than they did when no such cue was present, but attributions made by dysphoric individuals were unaffected by the presence of a discounting cue. On the other hand, using a secondary dependent measure inserted to replicate a prior study in this area, key comparison differences were not obtained.