The aim of this work is to analyze the differential characteristics of
the students with high and low academic achievement in some variables
of cognitive-motivational nature. As a rule, the results indicate that
the group of high academic achievement attributes more their successes
to ability and effort, it has highest learning and achievement goals,
and presents a highest academic self-concept. On the contrary, the
group of low academic achievement attributes more their results of
success to the context; it attributes their failure results to ability
and effort, and their results of success and failure to luck. Antonio Valle Arias, Ramón González Cabanach, Susana Rodríguez Martínez, Isabel Piñeiro Aguín y José Manuel Suárez Riveiro
Key words: Causal attributions, Academic self-concept, Motivation, Academic achievement.
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Nº 214, septiembre-diciembre 1999 
