This research reexamined the results of the author's former exploratory research which measured causal attributions for success and failure in 1988. Attribution questionnaire consisted of mainly 70 feasible causes of academic achievement, and adding to 4 question for affect and coming expectancy caused by the results of the causal attributions for success and failure. The questionnaire was devided in to 8 parts according to hypothetical directions which were based on the combination of Kelley(1967)'s informational cues-distinctiveness, consistency and consensus. Each final data which was induced from female high school students (N=480), male college students (N=595), and female college students (N=490) was analyzed by factor analysis technique. Variables and research design used were the same as the former research. The results of this and former research were generally symmetrical. The success and failure attributional dimensions were tentatively labelled as Stable Internal Attribution, Task Oriented Internal Attribution, External Attribution related to other's influence, and Uncontrolled Attribution related to evaluation situation. Additional findings also supported the former research. Representative causal element and the role of information cue were mainly analyzed. Integation of the results suggested the necessity of causal dimension scale. Other implications of this research were also discussed.