Summary.Seventy‐five undergraduate students projected their feelings in eight typical achievement situations. Each student described affective responses to one situation, varying in achievement outcome, task importance, and effort. The 2 × 2 × 2 ANOVA for affective component scores indicated that perceptions of success/failure accounted for most of the affect reported. Small contributions were found for the following: generalised positive or negative affect related to effort exerted; value positively related to task importance; and surprise related to an interaction between effort and outcome. Implications for the Weiner model of attribution are discus