The relationship between causal attributions, motives and learning strategies and their influence as determinants of achievement was investigated. Two hundred and thirty seven grade 9 high- and low-achieving students from Anglo-Chinese schools responded to the Academic Achievement Attribution and Learning Process Questionnaires. Both groups attributed academic success and failure more to internal than external causes, but high achievers were higher on achieving motive and approach to learning and low achievers were higher on surface motive and approach. The results of path analysis revealed that the influence of attributions on achievement was mediated by students' motives and strategies for learning. Findings and implications are discussed in relation to the social and cultural context of Hong Kong. Descriptors: Causal attributions and learning strategies of Chinese students. Copyright © 1999 Routledge.