The elementary school pupils (fifth and sixth year) were given three trials of digit-symbol substitution task. After each trials, Ss were received the outcome feedback. Before the trials, four kinds of instruction which tried to make Ss believe what the cause of outcome (either of ability, effort, task difficulty, and luck) was, were administered. At first the effects of causal attribution control on performance in success and failure situations were examined. Secondly, the effects of level of need achievement (high versus low) and causal attribution control (dimensional level: locus of control and stability) on performance in success and failure situations were examined.