Most theories of attributions are multidimensional, suggesting that specific causal factors can be classified along such dimensions as internal-external, stable-unstable, or controllable-uncontrollable. To examine the dimensions underlying causal attributions in an educational setting, 345 students who had just received a grade on a major course exam completed a series of questions concerning their attributions and affective reactions. Factor analysis of affective reactions yielded five factors: negative affect, positive affect, calm, sleepiness, and arousal. Further analysis revealed several global attributional scales, i.e., inhibiting causal factors, facilitating personal factors, nonacademic factors, and instructional factors. Examination of the relationship between attributions, affect, and outcome indicated that outcome was closely linked to affect, and that the main effects of three of the four attributional factors (inhibiting, facilitating, instructional) also reached significance on both negative and positive affective reactions. The findings provided some support for the dimensionality assumption in attributions. (JAC)