Predicting Academic Performance Students: The Role of Academic Self-Efficacy, Metacognetive Self Regulation and Critical Thinking

The main purpose of this study was to predict academic performance, based on self-efficacy, metacognetive self regulation and critical thinking. 294 students from high school were selected by random cluster sampling method. To measure the research variables, were used the three sub-scales of Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990). Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. Findings showed that a direct and significant relationship, between the scores of the self-efficacy, metacognitive self regulation and critical thinking with academic performance. Also, the results of regression analysis showed that these variables can explain 16 percent of the variance in academic performance variable. The self efficacy was the best predictor of academic performance.