Mark and Meg are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?
a. Mark will think he failed because he "just can't do math." Meg will think, "I got an F because I didn't work hard enough on this subject—I could have studied more."
b. Mark will attribute his failure to a lack of effort, thinking, "I didn't study very hard because I don't care about getting good grades." Meg will think, "I'm just not very good at math."
c. Mark will think that he isn't very lucky when it comes to tests, and Meg will think that she failed because she didn't have friends that could help her study.
d. Mark will think, "I got an F because I'm not smart enough to do this math." Meg will think, "I failed because the teacher hates me and the test wasn't fair."
b
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