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Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence, and used more deep learning strategies than did the students with predominance of performance goals (Group PG). On the other hand, Groups MG and PG took the evaluation criteria more into account when deciding which strategies to use in order to learn, and they attributed their failures more to luck than did Group LG. Students from Group MG attributed their success more to effort than did the other two groups and they attained higher achievement than Group PG. Group LG tended to attribute their failures more to lack of effort than did the other two groups.

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