The purpose of this study was to examine the validity of the a daptation of Weiner's (1974) causal attribution model of motivation to a school setting. Ninety-five ou t of 157 upper secondary school students who had taken the examination in Japanese and a hundred who had taken the examination in mathematics regarded their results as worse than they had expected and expressed dissatisfaction with them. They served as subjects for a failure group. They made attributions for their failure, indicating the degree of affective reactions to failure, and rating their expectancy for success on the next peri - odical examinations. The scores of the following periodical examinations served as a performance measure. In accordance with Weiner's model, a path analysis was applied to the data obtained. The overall results of this study offer support for only part of Weiner's model. Moreover, the fact that this study was not conducted in an experimental setting but rather in a natural school setting may have influenced the results