The purpose of this study was to examine the question : whether the effort attribution and the feeling for effort are positively related to the self evaluation of academic achievements, the achievement motive, and the "self-confidence". The subjects were 118 sixth graders in an elementary school, and 117 second graders in a junior high school. They were assigned to one of four groups on the basis of both their scores on the effort attribution and the feeling for effort, i. e. high attribution-positive feeling, high attribution-negative feeling, low attribution-positive feeling, and low attribution-negative feeling. Three questionaires designed to measure the level of academic achievements, the achievement motive, and the "self-confidence" were administered to the four groups. The main findings were as follows : It was not confirmed enough that the effort attribution was related to the academic achievements, the achievement motive, and the "self-confidence". On the other hand, the feeling for effort was relatively related to them. This suggests that the feeling for effort is more important than the effort attribution in the improvement in academic achievements. These findings were discussed in terms of the feeling of efficacy.

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