This study examined (a) students’ (n= 342, both genders, grades 5 and 6) attributions and emotions for their
subjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) the
role of students’ hope (pathways thinking, agency thinking) in the: perceived performance in the above school
subjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions,
and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful school
performance was predominately attributed to stable and unstable (external in language) factors, respectively. The
students experienced intense positive and moderate negative emotions for the perceived successful and
unsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced the
attributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions on
emotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique and
complimentarily effect on performance expectations.