A decreased interest in sciences over years of secondary school is observed, while, in France, students have to decide in grade 10 if they pursue or end scientific or technologic courses. What are they thinking at this time about sciences classes? What are the causal rules they built to explain what happen to them there or why they want to follow on with sciences learning or escape from this constraint? To analyse the various types of motivation toward sciences learning in order to improve if possible the causes of the low quality types of motivation, known to produce low quality learning, we need to evaluate the most relevant causal attribution logics existing in the French students between grades 9 to 11. For this purpose we used a closed questionnaire on sciences and a SIA approach. This allowed us to find 10 typical profiles of causal attributions and to draw some conclusions on the pedagogical approaches that might improve student’s motivation.