Attributions	Samples	Outcomes
Internal, Controllable	Effort	For Success: A child put effort into a problem. If he achieved the problem he gains a positive attitude and believes he can succeed in the future by putting forth effort. For Failure: If a child attributes his/her failure to a lack of effort then the child may still believe that he/she could succeed in the future by putting forth more effort. This can influence a future leaner by trying harder to succeed in a task in the future.
External, Controllable	Study environment	For Success: A child attributes success on homework to creating an environment with no distractions. For Failure: A child attributes failure on homework to being distracted by TV, parents, friends, etc. over and over again. The child believes that in the future he/she could have success by removing the distractions. This can influence a future learner by learning not to study with distractions going on. By doing this, a child could succeed with.
Internal, Uncontrollable	Ability	For Success: A child believes he is capable at this task and that he can succeed again in the future. For Failure: A child tries hard at figuring out a problem. Not being able to figure this problem can make a child feel dumb and stupid, if he attributes his failure to his ability. This lowers a child's confidence and effort to complete a task. Child may develop learned helplessness.
External, Uncontrollable	Very difficult task/problem	For Success: Child thinks she succeeded because she got lucky or received extra help. Doesn’t raise confidence for future. Part of learned helplessness pattern – child always blames herself (ability) for her failure but doesn’t take credit for her success. For Failure: Child blames the failure on the difficulty of the problem. The child may believe that she can still succeed in the future if the task isn’t so hard but she may not take responsibility for her own learning because she is blaming her failure on something external and uncontrollable.