This article addresses the role of perceived self-efficacy during self-regulated learning--learning that occurs from students' self-generated behaviors systematically oriented toward the attainment of learning goals. Self-efficacy refers to personal beliefs about one's capabilities to behave in ways necessary to attain desired performances. A central premise is that attributions (perceived causes of academic successes and failures) are important cues used by students to assess self-efficacy for learning. A theoretical overview of self-efficacy and attribution theory is given, along with a model highlighting their role during learning. Research evidence is presented on how providing students with attributional feedback affects their self-efficacy and achievement. The importance of self-efficacy and attributions during learning is highlighted with research on comprehension strategy instruction with remedial readers. The use of learning strategies is a key feature of self-regulated learners, and evidence suggests that strategy instruction promotes self-efficacy and achievement in part through its effects on attributions. The implications of attributional feedback and strategy instruction for self-regulated learning are discussed. A 44-item list of references and a diagram of the self-efficacy model of achievement behavior are included. (Author/TJH)