Abstract: The purpose of this study was to examine how competition between students in classroom influenced their temperament achievement attributions and situational achievement attributions, the two diffe- rent types of achievement attribution by resea rcher and their achieve ment behaviors were differentiated. The results show: (1) competition between students had no significant influence upon their temperament achievement attributions, but it influenced significantly their situational achievement attribu- tions; (2) competition between students had no significant relation with their following achievement behaviors; (3)students' temperament achievement attributions indirectly effected their following achieve- ment behaviors.

Key words: competition, achievement attribution, achievement behavior attribution training