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This developmental and cultural study investigated the impact children's attributions and affects have on their willingness to help in achievement contexts. B. Weiner's (1980a) attribution-emotion-action model was extended in order to consider a peer's responsibility for the cause of his or her need for help (onset responsibility) and the solution to the problem (offset responsibility). The 145 Anglo and Chinese American elementary and middle school student participants read 4 scenarios that manipulated the controllability of the onset and offset of a problem by describing a peer in need of help to complete a collaborative assignment. Overall, the findings supported Weiner's model, although interesting developmental and cultural differences were revealed. For example, Chinese American middle school students' willingness to help was not impacted directly or indirectly by their attributions or affects.

Explains the use of books in Spanish to teach mathematics, presents examples and book-selection guidelines, and describes a searchable database of appropriate literature.

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