This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability.  Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events, and (b) thoughts of changing career goals.  Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors.  Among persisters, in engineering, those attributional style dimensions were also related to thoughts of changing career goals.  Implications for research are discussed, and recommendations for educators and advisors are presented.
 

Nauta, M. M., Epperson, D. L., & Kahn, J. H. (in press). Perceived Causes of Success and Failure:  Are Women's Attributions Related to Persistence in Engineering Majors? Journal of Research in Science Teaching.