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The aim of this study was to provide concurrent criterion validity evidence to the Causal Attributions Assessment Scale for Basic Education(EAVAT-EF), having as criterion variable the learning outcomes.The school performance measures used were the students' scores in Portuguese Language and Mathematics and their self-evaluation of outcome in the school. 661 Brazilian’s students from Elementary and Middle Schools in Brazil (3rdto 9thgrades), of both genders, aged 8 to 17 years (M= 11.82, SD= 1.91) participated in this study. The predictive model of school performance was based on EAVAT-EF factors added to the variables gender, number of previous school repetitions and self-evaluation. This model was tested in Elementary and Middle School. In Elementary School, the linear regression analysis showed that the EAVAT-EF factors had the explained variance less expressive for school performance compared to the standardized coefficients identified in Middle School. The intrapersonal causal attributions seem to interfere on the students’ academic performance through classifications and students’ self-evaluation, and vice versa. In addition, these results suggest that the impact on the causal attributions is consolidated and becomes more relevant with the advancement in schooling. Keywords:Causal attribution; Motivation for learning; Basic Education; Psychoeducational assessment

Escala de Atribuições de Causalidade e Rendimento Escolar: Estudo de Evidência de Validade de Critério