Self-efficacy, gender, and motivation are subjective predictors of students' academic achievement. Self-assessment prompted by knowledge surveys involves metacognition, i.e., students' awareness of how they learn. Knowledge surveys can be used to measure changes in students' achievement level and to assist students in content review and inspire reflection on one's ability to learn. In this work, I combined these predictors (self-efficacy, gender, motivation, knowledge survey scores) into a survey to determine whether achievement in general chemistry can be predicted. My proposed research was conducted on 426 students enrolled in General Chemistry I classes (Chemistry for science majors) during a regular 15-week semester at Louisiana State University. The Motivated Strategies for Learning Questionnaire (MSLQ) survey was administered during the last week of classes. Data were analyzed via descriptive statistics, as well as correlation, linear and multiple regression statistical analyses with the correlation of total grades throughout the semester. The analysis results show that self-efficacy, motivation and knowledge survey scores can be used to statistically significantly predict students' future chemistry achievement, and gender turned out to be not a statistically significant predictor in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]