Academic Self-Efficacy Studied from the Students’ Attribution of Junior High Schools

This study aimed to develop a new hypothesis, contribute new ideas, or correct the attribution theory. In other words, this study aimed to enrich the Bernard Weiner’s attribution theory. Based on the new hypothesis, it was recommended the “Attribution Guidance Model to Increase Academic Self-Efficacy.” There were 400 Junior High School students in West Borneo who participated in this study. An inventory of attribution, emotional reaction, and success hope was used as a research instrument. The research data were analyzed by frequency distribution, t-test, variance, and factor analysis. The findings of this study indicate that (1) Junior High School students’ attribution to success tends to refer to internal, unstable, and controlled dimensions, and (2) their attribution to failure also consistently refers to internal, unstable, and controlled dimensions.