@article{education20241295,
author={{Asrori, Muhammad and Tjalla, Awaluddin},
title={Academic Self-Efficacy Studied from the Students¡¯ Attribution of Junior High Schools},
journal={American Journal of Educational Research},
volume={12},
number={9},
pages={368--375},
year={2024},
url={https://pubs.sciepub.com/education/12/9/5},
issn={2327-6150},
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.},
doi={10.12691/education-12-9-5}
publisher={Science and Education Publishing}
}