Differences in causal attributions, self-regulation, and achievement motivation across academic performance levels among grade 10 students in Kaffa Zone, Ethiopia

The purpose of this study was to investigate differences in students’ causal attributions, self-regulation, and achievement motivation across their academic performance levels. A quantitative cross-sectional survey design was employed, and data were collected from 430 students (193 males and 237 females), selected using a multistage random sampling technique, through self-report questionnaires and school records of students’ grade 9 average scores. One-way ANOVA was used to examine differences among high, average, and low achiever students. The results indicated that high achievers demonstrated better self-regulation, particularly in cognitive and action regulation, and were more likely to attribute success to effort. They also reported higher levels of achievement motivation, including intrinsic task value and general achievement motivation. In contrast, low achievers tended to attribute outcomes to external factors such as task difficulty and luck, and exhibited lower levels of self-regulation and motivation. An independent samples t -test revealed a statistically significant gender difference in academic performance, with males outperforming females, t (393) = 2.81, p < .005. However, no statistically significant gender differences were observed in self-regulation, achievement motivation, or causal attributions, suggesting that these psychological factors function similarly across genders in this context. The observed performance gap may therefore reflect broader sociocultural and contextual influences rather than differences in underlying psychological constructs. Collectively, these results highlight the meaningful contributions of the three psychological factors to students’ academic success. Accordingly, integrated educational interventions and policy efforts are recommended to strengthen these factors while addressing contextual and structural constraints, particularly among underperforming students.