چکیده (انگلیسی):

Self-efficacy is an important influence on human achievement in a wide variety of settings, including
education, health, sports, and work. Students’ self-efficacy, which refers to students’ beliefs about what they can do in
terms of a particular task or context, has likewise been shown to influence motivational and behavioral processes. The
purpose of the present research was to examine relationships of self-regulated learning strategies, self-esteem and
personality traits with self-efficacy of 2nd Grade students of Bushehr’s High Schools. The relevant sample consisted of 150
students of high school and selected through a randomly sampling. The instruments used in this research consisted of
Self-Efficacy Scale, Self-Regulated Learning Strategies Questionnaire, Self-Esteem Inventory and the revised NEO
Personality Inventory. The results indicated that there were significant relationships between self-regulated learning
strategies, self-esteem and personality traits variables with self-efficacy. Also, to determine the contribution of each of
the variables was used the multiple regression analysis. The results of regression analysis showed that for predicting
self-efficacy, the best predictive variables were self-regulated learning strategies, conscientiousness and agreeableness
orderly. Also, from among types of self-regulated learning strategies for predicting self-efficacy, the best predictive
variables were note taking, self-evaluation and goal setting orderly. Therefore, in accordance with the results, the most
important variable was self-regulation learning strategy. When that students monitoring on progress and used suitable
learning strategies and setting goal, in turn, influenced on self-efficacy. Also, conscientiousness trait plays important role
in student’s efficacy.