Sixth-grade children classified as high or low in self-concept were given an achievement task on which they succeeded or failed. High, more than low, self-concept children attributed their success to the skill cue. High self-concept children also engaged in more self-reward for success. (Author/RD)

Fifth-grade students classified as high or low in self-concept were paired in an achievement-related task in which one succeeded and one failed. High self-concept children attributed success more to their high ability and engaged in more positive self-reinforcement than did low self-concept children. Results were discussed within an attribution…

Results of this experiment demonstrate that brief, even fleeting, affective experiences appear to have significant implications for behavior toward others. The transient experience of positive affect makes children more generous to others, while the equally ephemeral experience of negative affect appears to make them more niggardly. (Authors)