The paper examines research on locus of control, learned helplessness, and attribution theory, and discusses the implications of the mentally retarded child's attitudes toward his or her successes. Studies are cited linking internal locus of control with achievement, and it is suggested that more attention should be paid to promoting students' internal orientations. Learned helplessness research is reviewed in terms of its effects on learning and the ability to cope with failure. Attribution theory research is explained to reveal that causal attributions are learned, and that students can be taught to make attributions that will help rather than hinder their academic progress. Specific interventions may be more effective when matched with the child's specific attributions. Self control verbal monitoring is advocated as one way to help children who appear unmotivated, who have given up, and/or who have learned helplessness. (CL)