Following trials in which children self-administered prizes, subjects in the stringent-demand group performed significantly better, during both the incentive and the extinction conditions, on time at task, number of correct problems, and number of problems attempted, than did subjects in lenient-demand and control groups. (Author/CP)

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…