eng Science and Education Publishing American Journal of Educational Research 2327-6150 2024-09-29 12 9 368 375 10.12691/education-12-9-5 EDUCATION20241295 article Muhammad Asrori 1 Awaluddin Tjalla awaluddin.tjalla@yahoo.com 2 Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia Department of Guidance and Counseling, Faculty of Education, State University of Jakarta, Indonesia 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. https://pubs.sciepub.com/education/12/9/5/education-12-9-5.pdf academic self-efficacy attribution guidance model