Abstract:
Children in their middle childhood gave reasons for their successes and failures in academic situations. Their reasons could he classified according to Rosenbaum's three-dimensional taxonomy. The internal, intentional, and unstable causes were more frequently given for successes, while the internal, unintentional, and unstable causes were more frequently given for failures. Very few significant sex differences were found for the sample. In their relationships with adults, children applied higher standards than toward peers. Implications of the study were discussed.
