| Summary: | ABSTRAK
The present study aimed at uncovering the way we attribute success and failure in an achievement-related situation. Eighty-three subjects (56 women and 27 men) from three study programs at a private university in Yogyakarta were asked to identifij all possible causes for their success or failure in taking a course exam. In general subjects tended to attribute more to internal, unstable, and controllable causes. This tendency was stronger in female than in male. The factors which subjects identified as the possible causes for their success or failure include effort, ability, the presence or absence of both personal and family problems, self-confidence, physical health, positive or negative attitude towards both the course and the teacher, physical environment as well as their relationship with both family and teachers, internal motivation in the forms of a high intention and enthusiasm to learn, external motivation including supports from parents, siblings, and other close persons, as well as prayer and God's grace. These findings were interpreted both culturally and developmentally.
Keywords: causal attribution, ability, effort, task difficulty, luck, locus, stability, controllability, situationism, incremental theory of self, interdependent self-construal.
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