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A recent paper used structural equation modeling to infer effects ofgender-dependent student attitudes on several outcomes of introductory physicscourses. The model used is precisely Markov equivalent to an equally plausibleapproximation in which a key gender-dependent coefficient in determiningattitudes is indistinguishable from zero. I also argue that the qualitativeframing may attribute to students motivations that actually belong to theirteachers.

Comment on "How perception of learning environment predicts male and  female students' grades and motivational outcomes in algebra-based  introductory physics courses"