This experiment tested the hypothesis that the sequence of ability and effort attributional feedback influences children's attributions, self-efficacy, and skillful performance. Children deficient in subtraction skills received training on subtraction operations and solved problems over four sessions. During the problem solving, some children periodically received ability feedback whereas others were given effort feedback. Children in a third condition received ability feedback during the first two sessions and effort feedback during the last two; this sequence was reversed in a fourth condition. Childen who initially received ability feedback developed higher levels of self-efficacy and skill and placed greater emphasis on ability as a cause of task success compared with subjects initially given effort feedback. Future research should explore how students interpret forms of attributional feedback as their skills develop on different types of tasks. (Author)