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

Muhammad Asrori¹ and Awaluddin Tjalla^2,

¹Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia

²Department of Guidance and Counseling, Faculty of Education, State University of Jakarta, Indonesia

Cite this paper:
Muhammad Asrori and Awaluddin Tjalla. Academic Self-Efficacy Studied from the Students’ Attribution of Junior High Schools. American Journal of Educational Research. 2024; 12(9):368-375. doi: 10.12691/education-12-9-5

Abstract

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.

Keywords:
academic self-efficacy attribution guidance model

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