本研究主要目的有二:一是探討四項歸因因素和學業加險取向、學習失敗忍受力之關係;二是比較不同歸因型態學生在學業冒險取向與學習失敗忍受力兩方面之差異情形。研究樣本係從台北市兩所國中抽取，共有452人，其中男生193人，女生259人。從中選出成功情境的內在歸因組32人，外在歸因組35人，而能力歸因組48人，努力歸因組52人。失敗情境的內在歸因組65人，外在歸因組60人，而能力歸因組81人，努力歸因組76人。他們均認知技巧冒險取向測驗」、「學習失敗忍受力量表」及「學習歸因量表」三種測驗。 資料經由積差相關法、單因子共變數分析法和多變項共變數分析法後，得到以下幾個重要發現: 1.四項歸因因素和學習失敗忍受力三項分數的相關，無論在成功或失敗情境，多數均達到顯著的相關，但這四項因素和學業冒險收向二項分數的關係，則多數沒有顯著的相關。 2.內在歸因素與外在歸因型態學生的學業冒險取向，無論在成功或失敗情境均沒有顯著差，但能力歸因型態學生的學業冒險取向，在成功情境時，則顯著高於努力歸因型態學生，而在失敗情境時，則沒有差異存在。 內在歸因與外在歸因，或能力歸因與努力歸因的學生，無論是在成功或失敗情境，其學習失敗忍力均沒有顯著差異。

　　　　　 The purposes of this research were twofold:(1)to investigate the correlations among causual attributions for success and failure, academic risk taking and school failure tolerance. (2)to compare the differences of academic risk taking and school failure tolerance among four attribution types. The subjects for this study included 452 (193 boys, 259 girls) students who were drawn from two junior high schools in Taipei city. Tin terms of scores on causual attributions for success scale, the subjects were classified into four group:32 for internal attributions, 35 for external attributions, 48 for ability attributions and 52 for effort attributions. Also, based on the score on causual attributions for failure scale, the subjects were classified into four groups:65 for internal attributions, 60 for external attributions, 81 for ability attributions and 76 for effort attributions. They were administered a cognitive skill risk taking test, school failure tolerance scale, and learning attributions scale. The data were analyzed by product-moment correlation, one-way analysis of variance and multivariate analysis of variance. The main findings were as follows: 1.In the causual attributions for success and failure, most correlations beteeen four factors of causual attributions and three scores of school failure tolerance were significant, but only a few significant correlations were found between causual attributions and academic risk taking. 2.In the causual attributions for success and failure, there were no significant differences on academic risk taking scores between internal and external attribution students. However, students with ability attributions scored higher on academic risk taking scores than students with effort attributions in success situation. But no significant difference was found in failure situation. There were no significant differences on school failure tolerance scores between internal and external attributions students, or between ability and effort attribution students in both attributions for success and failure.