[Penelitian korelasional ini dilakukan untuk mendapatkan gambaran mengenaihubungan antara attributional feedback yang diberikan guru dan creative selfefficacypada pelajar sekolah menengah pertama. Attributional feedbackdidefinisikan sebagai umpan balik yang menghubungkan kesuksesan ataukegagalan dengan satu atau lebih penyebab (Schunk, 1987), sedangkan creativeself-efficacy didefinisikan sebagai keyakinan yang bersifat sementara padaindividu mengenai kemampuannya untuk melakukan tugas spesifik yangmembutuhkan produksi solusi-solusi baru, orisinal, dan sesuai (Abbott, 2010).Pengukuran teacher attributional feedback dilakukan dengan alat ukur TeacherFeedback Scale (Burnett, 2002) dan pengukuran creative self-efficacy dilakukandengan alat ukur Revised Model CTSE & CPSE II (Abbott, 2010). Data didapatdari 154 orang partisipan pelajar sekolah menengah pertama di Jakarta. Hasilpenelitian menunjukkan terdapat hubungan positif signifikan antara teacher effortfeedback (r = 0,549) maupun teacher ability feedback (r = 0,542) dan creativethinking self-efficacy serta antara teacher effort feedback (r = 0,495) maupunteacher ability feedback (r = 0,489) dan creative performance self-efficacy,seluruhnya pada L.o.S. 0,01. Berdasar pada hasil penelitian, peneliti menyarankanpihak guru dan sekolah untuk berupaya memberikan attributional feedback yangtepat dan sesuai kepada pelajar sekolah menengah pertama dalam rangkamengembangkan creative self-efficacy pelajar untuk menghasilkan lulusan yangkreatif., This correlational research was conducter to find the correlation between teacherattributional feedback and creative self-efficacy on junior high school students.Attributional feedback is defined as feedback which links students’ successes andfailures with one or more causes (Schunk, 1987). Creative self-efficacy is definedas individual’s state-like belief in his or her own ability to perform specific tasksrequired to produce novel, original, or appropriate solutions (Abbott, 2010).Teacher attributional feedback was measured using Teacher Feedback Scale(Burnett, 2002) and creative self-efficacy was measured using Revised ModelCTSE & CPSE II (Abbott, 2010). Data was collected from 154 junior high schoolstudents in Jakarta. The main result shows that there are significant positivecorrelations between teacher effort attributional feedback and creative thinkingself-efficacy (r = 0,549), between teacher ability attributional feedback andcreative thinking self-efficacy (r = 0,542), between teacher effort attributionalfeedback and creative performance self-efficacy (r = 0,495), and also betweenteacher ability attributional feedbackand creative performance self-efficacy (r =0,489) at L.o.S 0,01. Based on this result, it is suggested for teachers and schoolsto provide proper attributional feedbacks for the students in order to improvestudents’ creative self-efficacy and students’ creativity as well.]