Parents and children were asked to give causal attributions related to the child's learning or behavior problems and an area of success. Actor-observer differences and tendencies of actors to make differential attributions for their positive and negative outcomes were examined. A significant number of parents and children were in disagreement regarding the cause of the child's problem. Parents made significantly more internal than external attributions for children's presenting problems. In contrast, children were evenly distributed in problem attributions. Both parents and children made significantly more internal success attributions. Research with clinical child populations is highlighted as a valuable way to validate, expand, and refine attribution theory while clarifying its practical applications.
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