In classic research, Dweck (1975) found that boys tend to attribute their poor performance in math to factors, whereas girls tend to attribute their poor performance in math to factors.

In classic research, Dweck (1975) found that boys tend to attribute their poor performance in math to unstable internal factors, whereas girls tend to attribute their poor performance in math to stable internal factors.

Explanation:

Here, we are talking about motives related to attribution. Notice that Dweck found that boys attribute their success in math to unstable internal factors, and girls to stable internal factors.

External and internal are related to the locus of the attribution, the "location" of the cause of success or failure. For instance, an external attribution may be the fact that the test was easy. An internal one may be our own ability in math.

Unstable and stable are related to the stability of the attribution. For instance, cramming for the exam is an unstable attribution, since the effort we put into studying may vary each time. Ability, on the other hand, is a stable one, since it lasts and has consistency.

explanation:

actually, not all representation was acceptable based on this little piece of article, in 1776, the second continental congress issued the declaration of independence, stating their specific grievances with the british monarchy and why they were going to create a separate government. after the colonies separated from the british monarchy and formed the united states of america, they had to answer some crucial questions: 1) if not a monarchy, what type of government was the united states going to have? 2) what kind of government was going to protect the people without violating their individual liberties?

aristocracy, timocracy, oligarchy, democracy, theocracy and tyranny

explanation: