This paper describes the state of the art of studies inspired in Weiner’s Interpersonal Attribution Theory. Teachers develop causal perceptions about students’ success or failure, and exhibit related emotions. These perceptions and emotions are based on controllability of the cause and are communicated and students may disclose different perceptions and they even try to manipulate their teachers’ perceptions. Communication engenders emotional consequences, expectations and motivation. Teachers’ maladaptive causal beliefs can be modified through intervention. Findings were discussed and suggestions for new studies and methodological advances were proposed.
Interpersonal attributions; Motivation; Emotions; Teacher-student relationships; Evaluation of attributions