Affective factors that influence the learning of Croatian language are certainly the attributes, the ways of interpreting own success or failure. The theory of attribution includes 3 dimensions related to the source (internal and external), stability (stable and unstable) and controllability (controllable and uncontrollable). The most commonly investigated attributes are: ability, effort, task difficulty and luck. The research was conducted with students of the fifth and seventh grades of elementary school with the aim of determining the reasons of students success and failure in the Croatian language classes. A more detailed view of student interpretation of school achievement points to the fact that girls and boys' own success is most often attributed to internal, unstable and controllable causes, just like their own failure. Although the results do not differ significantly according to the sex and age of the pupils, the only difference is found in the attribution of failure to internal, unstable and uncontrollable causes compared to attributing success to the same. The obtained data show a certain tendency for pupil to interpret success and failure. In regard to the variables that relate to last year's and this year's expected success and a general performance experience, the results determine that students are consistent and perceive their success and failure in line with their achievements