This study measured it through social attribution scale for students(SSAS) of Bell and McCallum(1995) and questionnaires of adaptation to school life of Lim, Jung-Soon (1993) collected from the 213 fifth-year students (male ; 126, female ; 87) of elementary school in Taegu metropolitan city, and analyzed the correlation by product moment correlation of Pearson and SPSS program. The results are as follows First, there was positive correlation between factors of school adaptation and their ability and effort-attributable factor which was inner attribution in success, while there was negative correlation between adaptive factors and opportunity or difficult taskrelated attribution which was an external attribution. Second, there was negative correlation between adaptation to classmates or class and their ability-attributable factor which was an inner attribution as reason of failure in failure. Third, boy and girl students showed positive correlation between inner attribution and adaptation as reason of success. However boy students showed negative correlation ` between their adaptation to classmates and external attribution, unlike girl students. Fourth, boy students showed negative correlation between inner attribution and their adaptation to classmates as reason of failure in failure. Girl students showed negative correlation between their adaptation to classmates, class, and rules. Fifth, there was positive correlation between effort-attributable factors and their adaptation to teacher and class in success or failure. And boy students showed positive correlation between effort-attributable factor which was an inner attribution and adaptive factor, while there wasn`t any relation between inner or external attributions, and adaptive factors to girl students. Sixth, there was positive correlation between inner attribution and their adaptation to teacher and class in success and failure. And boy students showed positive correlation between inner attribution and their adaptation to teacher and class, but there wasn`t any relation between inner or external attributable factors and their adaptive factors to girl students.