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The purpose of this study was to investigate the correlation between self-efficacy and academic achievement, and the ability of self-efficacy to serve as a predictor of academic achievement. Convenient sampling method was employed to recruit the participants. The sample of the study consisted of 210 students (110 females, 51.61%, 100 males, 48.39%), representing students from grades one, two, three middle schools, aged 13-15 years, with an average of 14.5 years, with a standard deviation of 4.63. The data were analyzed with Pearson correlation and Liner regression. Liner regression was used to explore the relative contributions of self-efficacy to the prediction of academic achievement. Findings showed that there are significant correlations between all the three subscales of Morgan-Jinks Student Efficacy Scale (MJSES): talent, context, and effort, and all the school subjects (Arabic, English, Mathematics, Science, and Social Studies). All these correlations were significant (P <.01). the IV (Self-efficacy) yielded a coefficient of multiple regression (R) of 0.574 and a multiple correlation square of 0.571. This shows that 57.1% of the total variance in academic achievement of those who participated in the study is accounted for by Self-efficacy.