Researchers ascribe attributional processes a central role within the framework of motivational processes in educational contexts, a point that has been proved by an extremely wide range of empirical evidence. Therefore, it is beyond any controversy that a functional attributional style has positive effects on a series of personal traits and behavioral patterns in achievement contexts such as students' success expectations, academic self-concepts, experiences of helplessness, and invested effort and performance. In this article, the authors aim to obtain empirical clarification of two research questions: (1) To what extent do interindividual differences existence in the dimensional perception of context-independent and context-specific causal factors?; and (2) To completely understand the motivational consequences of attributions, does one need to consider not only the dimensions of these attributions but also the specific reasons? To clarify these questions, the authors investigated the causes that grade school students referred to when they explained scholastic success and failure in mathematics, as well as the individual perception of the dimensionality of these attributions. (Contains 2 notes.)