This paper explored the contributions made by self-efficacy theory to the study of self-regulation and motivation in academic settings. Findings on the relationship between self-efficacy and academic performance are first summarized. The conceptual difference between the definition and use of perceptions of competence in social cognitive theory and in other theoretical perspectives of motivation is clarified. Next, results of recent studies that investigated the role of self-efficacy and other motivational constructs in various academic areas are reported. Overall results demonstrated that, when self-efficacy is included in statistical models with other, more global, self-beliefs (such as self-concept, anxiety, and attributions), and with variables such as academic background, gender, ethnicity, ability, and socioeconomic status, self-efficacy is a strong predictor of academic performance and mediates the influence of other determinants. (Contains 104 references.) (PB)