The study examined gender differences in achievement-related motivational patterns in gifted students. One hundred sixty-nine intellectually gifted secondary students were given measures of perceived ability, subjective task value, learning style preference, and causal attributions in reference to mathematics, science, and English. They also responded to measures of self-concept, intrinsic motivation, and attribution for responsibility for positive and negative outcomes. Gifted girls, more than gifted boys, were found to attribute both success and failure in mathematics, science, and English to effort and strategy. Gifted girls also tended to report greater confidence and interest in English. However, no gender differences were found in terms of maladaptive motivational tendency. No program differences overall were found. Implications of the findings are discussed.
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