The aim of this work is to analyze the differential characteristics of the students with high and low academic achicvem~nt in some variables of cognitive-motivational nature. As a rule the results indicate that the group of high academic achievement attributes more their successes to ability and effort, it has highest learning and achievement goals, and presents a highest academic self-concept. On the contrary, the group of low academic achievement attributes more their resulls of success to the context; it attributes their failure results to ability and effort, and their results of success and failure to luck.