ternal causes (see Fig. 2).
Twenty-six respondents (35%) attributed failures to external, stable, and uncontrollable causes. Of those 26 respondents who attributed failures to external, stable, and uncontrollable causes, 85%
reported purely external attributions for failures (not mixed attributions, see Fig. 3). An example of a student attribution comment
coded as external, stable, and uncontrollable was: “There are too
many classes that have papers, homework, quizzes, and tests on the
same days and week. Therefore, it is hard to get all the studying in
we need to keep up…It gets to be VERY overwhelming.”