This paper presents a series of studies related to the question of how children learn to evaluate themselves in achievement situations. The approach to the research is based on the Weiner et al attributional model of achievement. The paper describes three studies designed to determine the extent to which first, second and third grade children use outcome and norm cues to make judgments about ability, effort, and task difficulty attributions. The results of the 3 studies indicate clear developmental differences in the use of achievement-related information in making evaluative judgments. In addition, it appears that social norm information was not used predictably even by second and third graders, though outcome information was. Possible reasons for these developmental changes and their implications are discussed. (Author/JMB)