Background: Recent studies have investigated the causal attributions for difficult pupil behaviour made by teachers, pupils, and parents but none have investigated the temporal stability or predictive validity of these attributions. Aims: This study examines the causal attributions made for difficult classroom behaviour by students on two…

The purpose of this study was to examine the relationships among students' self-perception, attitudes toward school, study and organizational skills, achievement motivation, attributional style, gender, parental involvement and style, parental income and parental level of education, and students' academic performance or achievement. Using…