Children's Causal Attributions in Achievement Situations

Abstract

Summary The purpose of this study was twofold: (a) to investigate the external validity of children's causal attributions in achievement situations, and (b) explore attributional patterns of different cultures within the United States. One hundred and seventy-four 4th and 5th grade boys and girls (93 Anglo, 54 Mexican-American, and 27 Black) were asked to give rewards to children described by stories. The eight stories varied effort, ability, and outcome for each situation. The results indicated similarities with previous research which suggest that some attributional patterns may be consistent among all children. They conflict with earlier research indicating that intent (effort) was a more important determinant of rewards given than outcome for 10- to 12-year-olds and suggest the need for further research of racial groups to investigate cultural influence on attributional patterns.