Some pupils categorized as good vs. bad pupils were given a questionnaire of attributions, thus allowing the calculation of internality scores. They were also requested to answer as would a good (vs. a bad) pupil do. Finally, they also had to predict in which way a good (vs. a bad) pupil would answer on their behalf. The results were explained within the frame of two different theoretical fields: the theory of the norm of internality and the biases in terms of intergroup attributions. These results show that 1) the attribution of internal explanations relates to an attribution of value that takes place within the intergroup evaluation, 2) whereas the ultimate attribution error can clearly be observed among the good pupils, the bad pupils exhibit an attributive pattern that is favorable to the good pupils.Children's academic status (good vs. bad pupils) is a frequently referred to variable in the field of pupils' causal attributions from a psycho social standpoint. Nevertheless, little is known about the extent attributions may be affected by the mobilization of an academic status that explicitly positions pupils within the school hierarchy and in an intergroup relation. This forms the basis of the present study.