The present study related achievement motivation and the degree of responsibility attributed to the self for success and failure to school achievement. A children's achievement motivation scale and Crandall's Intellectual Achievement Responsibility Questionnaire were administered to elementary school children. Achievers and underachievers were defined by the discrepancy between actual and anticipated grade placements as determined by performance on an intelligence and achievement battery. High achievement motivation was found to be strongly related to a belief in self-responsibility for both success and failure, whereas achieving at or above grade level was related mainly to a belief in self-responsibility for success. However, both the factors of achievement motivation and belief in self-responsibility for success contribute to and are needed to predict school performance. (Author)