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Achievement motivation is influenced by various factors, including the environmental incentives, individual dispositions, ambition, and learning capacity, especially the student’s self-efficacy, as well as the student’s acquired knowledge of self-regulation. In the present research, the relationship of three learning strategies, self-efficacy, and achievement motivation is investigated, adopting a correlational, descriptive design. The statistical population included 256 high school female third graders within the administrative district 1 of the Kerman Education Office from September 2014 to April 2015. The data were gathered from a standardized questionnaire. The theoretical model significance and fitness was verified using the procedures in the SPSS software. For data analysis, correlation tests and linear regression were performed. The results, in the first place, confirmed the model significance and applicability. According to the results of the data analysis, academic achievement motivation and learning strategies had positive effect on self-efficacy of the female third graders. DOI: 10.5901/mjss.2016.v7n2s2p241

mediterranean journal of social sciences

The Effect of Academic Achievement and Learning Strategies on Self-Efficacy of the Third Grade High School Female Student (Case Study: The Education Office, District One, Kerman)