The attributions of success and failure in a course in nursing research design and statistics were measured using a modified version of the Mathematics Attribution Scale. Eight subscales were formed by combining hypothetical success or failure events paired with each attribution category. The scales were success-task, success-environment, success-effort, success-ability, failure-task, failure-environment, failure-effort, and failure-ability. The group appeared to judge effort and environment--unstable attribution categories--as more important causes of success than task and ability--stable causes. Students also judged task and effort as more important causes of failure than ability and environment. When students were divided into groups according to reported level of comfort with the research course, significant differences were found in the importance attached to task and ability as determiners of success and failure. Instructor feedback should reinforce the students' attributions of success to internal causes such as effort and ability, and suggest that failure is due to lack of effort. (DWH)