This study compares and contrasts the following variables on the types of attributions (ability, effort, environment, and task) students make for their performance in algebra: attributions by gender and gender identification; attributions by level of math anxiety and self esteem; attributions by experience in competitive activities; and interactions between the variables. Interviews were conducted in addition to the administration of four tests assessing attributions, gender identification, math anxiety, and self esteem, using two ninth grade classes, one a high achievement class and the other an average class. The research was conducted in a parochial midwestern urban high school. Findings are reported for each variable studied. The summary indicates that students with placement in an accelerated algebra class, a low math anxiety score, a high self-esteem score, and a grade of A or B will attribute their mathematics success to their own ablilty and effort, and will attribute any failure externally to characteristics of the task. Previous research findings have indicated differences between boys and girls that were not corroborated in this study. It also appears that competition teaches students to rely on their own efforts and to attribute their performance to their efforts. (MNS)