Perry and Dickens (1984) found that noncontingent-trained students perceived they had less control and manifested a helpless attribution profile compared to contingent-trained students in a simulated college classroom. To examine the effects of varying amounts of noncontingent success on students' perceived control and attributions, 90 students at the University of Manitoba, Canada completed an aptitude test and were assigned to one of five contingency training conditions: contingent, noncontingent-low success, noncontingent-medium success, noncontingent-high success, and no feedback. Following the aptitude test they responded to a four-item attribution profile and to two items measuring perceived control and perceived success. The results indicated that only the noncontingent-low success students manifested a helpless attribution profile and perceived they had significantly less control than did the contingent, no feedback, noncontingent-medium success, or noncontingent-high success groups. The results are consistent with attributional egotism, which is defined as the tendency to take credit for success and deny blame for failure. (LLL)