{'fraction_non_alphanumeric': 0.028744326777609682, 'fraction_numerical': 0.006051437216338881, 'mean_word_length': 5.686868686868687, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Achievement-Related Causal Attributions

Students from three South African universities, representing three ethnic groups, gave their own explanations of their perceived success or failure on a class test, and rated the importance of causal attributions derived from previous studies. Effort, academic skills, and understanding emerged as important explanations of success or failure on the open-ended section of the questionnaire. Further analyses failed to support Weiner's (1979) categorization of attributions in terms of stability, locus, and control. Main effects occurred for success/failure rating, sex, and ethnic group in a number of the attributions.