Abstract
A questionnaire, made up of 59 questions, was conducted on 652 students in grades 7 through 9 in a junior high school. The questionnaire was devised to determine student reasoning for poor test results on term examinations. The results of the questionnaire revealed that students' attributions to academic achievements were based on personal causality and controllability. External causality and uncontrollability were not seen by students as attributions to academic achievement. By factor analysis, this questionnaire was divided into 4 subscales: (1) “students' method of learning and effort input”(2) “teachers' method of teaching and evaluating a test”(3) “testing conditions” ; and (4) “students' test-taking strategies”. The correlation between academic achievements and the subscale scores varied. Male students with poor academic records attributed their poor test results to teachers' method of teaching and evaluating a test. This correlation score increased with each grade level in males.
