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1. PHD Student, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. Email: lida_e1982@yahoo.com 2. Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran *Corresponding author email: nadereh_sohrabi@miau.ac.ir 3. Professor, Department of psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran 4. Professor, Department of psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran Introduction Today, the process of teaching and learning is one of the most important educational issues, and its progress is a sign of the development of the educational system. Therefore, it is important to know what factors keep students interested in their homework and help them pursue educational goals (C Richard Snyder et al., 2002). Just as it has been shown during the last recent years, cognitive and motivational variables play a major role in determining the success and failure of people in different areas of life, including education. It is important to note that these variables affect each other, and sometimes with the decreases and increases of a variable, the effect of another variable also changes. According to the researches done, one of the most important variables involved in the individual’s social and educational success, is self-efficacy. Self-efficacy relates to people’s beliefs about their ability to learn and behave at a certain level (Bandura, 1997). Self-efficacy beliefs affect the choice of homework, effort, endurance, refusal, and progress of individuals (Bandura, 1997). On the other hand, this structure, as a cognitive-motivational factor, has a prominent role in creating individual and gender differences in the range of academic performance (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). Elias (2008) considers academic self-efficacy as the student’s confidence in his ability to challenge academic tasks. As is evident, self-efficacy affects motivation as well as learning, and in particular, education and areas of work (Elias, 2008). Among the variables that affect academic self-efficacy, one can point out academic hope and motivational beliefs. In scientific resources, hope means waiting for a person to succeed in achieving a goal (Dowling & Rickwood, 2016). Charles R Snyder and Rand (2003) consider hope as a cognitive-motivational construct based on the perceived capacity to generate paths or passages toward desirable goals as well as perceived motivation to move in these passages. Also, an important variable Abstract: The purpose of this study was to explain the causal model between motivational beliefs and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational. The sample size was 558 (248 girls and 310 boys) from high school students (tenth, eleventh and twelfth grade) in Shiraz, Iran in 2019. They were selected through multistage cluster sampling method. The tools used in this research included Pintrich and De Groot self-regulation learning strategies scale (1990), Sohrabi and Samani academic hope scale (2011), and Gink and Morgan student self-efficacy scale (1999). LISREL software was used for statistical calculations. Data analysis used path analysis test that showed that academic hope plays a significant mediating role in the relationship between Motivational beliefs and academic self-efficacy. Also, the fitting indices of the model in the present study showed that the proposed model has a well fit.

A Causal Model of Motivational Beliefs with the Mediating Role of Academic Hope on Academic Self-Efficacy in High School Students