Abstract
This study examined 4‐ and 7‐year‐old children's causal attributions of their successes and failures on skilled tasks and their performance expectations on subsequent tasks. The children either consistently succeeded (S‐S) or failed (F‐F), or experienced success followed by failure (S‐F) or failure followed by success (F‐S), on two tasks. The results indicated that both age groups perceived the ease or difficulty of the task as the main cause of their success or failure, respectively. In addition, expectations were systematically related to success and failure and appeared to be mediated by their causal attributions.
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