In a May 1976 study of 269 Hartford, Connecticut high school students, four fundamental questions were investigated. First, what is the source of responsibility for the present state of the political system? Second, using a four-dimensional attributional scheme to measure such responsibility, what is the underlying structure of such attributed responsibility? Third, what are the categoric-demographic effects on such attributions of responsibility? Fourth, what are the attitudinal antecedents of such responsibility attributions? The findings of this study are discussed within the context of extant research on attribution processes and the implications of these findings for the educational system are considered. (Author)