Attribution Theory posits that how students explain their academic successes and failures profoundly shapes their motivation, behaviors, and future performance. This study explored students’ attributions in the context of Algebra, using Weiner’s Attributio n Theory (1985) as the guiding framework. Employing a quantitative descriptive – correlational design, the research investigated the internal and external factors that students believe contribute to either their success or failure in Algebra. A total of 54 E nvironmental Science students from Bohol Island State University – Bilar Campus participated in the study through a validated, researcher – made questionnaire that captured attribution patterns across six key dimensions: ability, effort, task difficulty, sup port, emotional states, and growth mindset. Findings revealed that students primarily credited their success in Algebra to controllable factors such as sustained effort, instructional quality, and curriculum structure. They strongly endorse growth mindset beliefs, particularly that Algebra skills can improve through practice and strategic learning. In contrast, failure was most commonly attributed to procrastination, poor study habits, and math- related anxiety, rather than an unchangeable lack of ability. S tatistical analyses showed no significant difference in attribution patterns based on sex (p = 0.081) or academic strand (p = 0.741). Moreover, the correlation between attribution scores and actual Algebra performance was very weak and not statistically si gnificant (r = – 0.107, p = 0.441), suggesting that beliefs alone may not directly predict outcomes without the presence of consistent academic behaviors. Overall, the results highlight the importance of nurturing adaptive attributions and emotional resilie nce in Algebra instruction. Interventions that strengthen effort regulation, address anxiety, and reinforce students’ belief in their capacity to improve could bridge the gap between attributional beliefs and academic performance.

Keywords: Attribution Theory, Algebra, academic performance, growth mindset, internal and external attributions