| Summary: | This paper analyses the relationship between causal attributions and
academic achievement, considering attributions by students parents, school
level, and gender. To evaluate causal attributions we use the scale "Avaliação
das Atribuições Causais e Multidimensionais" (Barca, 2000) and a sample of
1144 students from basic public and private schools of Randonia State
(Amazônia, Brazil). Results suggest that, students causal attributions are not
differentiated by school achievement. Most students use internal attributions
(capacities and effort) to explain their good schools marks, using external
attributions (luck or teachers) to explain bad school classifications. Even
tough, poorest achievement students justify, in large percentage, better marks
by luck and facility of examinations, as well as low capacity to explain low
school classifications. The causal attributions are not related to students´
gender, but male students from parents with low academic certifications tend
to justify low school marks by lack of capacity. Finally, to justify good and bad
marks by effort, or lack of effort, is more frequent in the students from parents
with high school levels.
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