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The study examined gender differences in attributions for success and failure in math/science and language arts. Developmental patterns were also examined through a cross sectional design of 731 boys and 680 girls in grades four through eleven. Girls were found to have fewer adaptive attributional patterns in math/science than in language arts. While boys had more adaptive patterns in math/science than had girls, they also had more adaptive patterns for language arts patterns than for math/science. It was concluded that cross content area research should consider the student's relative perceived task difficulty.