Academic Self-efficacy: Predictive Role of Attachment Styles and Meta-cognitive Skills

The present study was carried out to determine the relationship among attachment styles, meta-cognitive skills, and academic self-efficacy and also the predictive role of attachment styles and meta-cognitive skills on students’ self-efficacy in the high schools of the City of Torbat Heydarieh in year 2011-2012. For this correlation study 302 3rd grade high school students (145 boys and 157 girls) of Torbat Heydarieh were selected using Morgan's table and randomized multiple-stage sampling method. Collins and Reed's revised adult attachment scale (1990), state met- cognitive inventory of O’Neil and Abedi, and Jinks and Morgan's academic self-efficacy were applied to investigate the subjects. The results showed that there are statistically significant relationship between secure attachment style and self-efficacy (p<0.05), secure attachment style and meta-cognitive skills (p<0.0.5), and meta-cognitive skills and academic self-efficacy (p<0.01). According to the regression, meta-cognitive skills can be thought of as predictors for academic self-efficacy (p<0.05), but only the insecure attachment style is a negative predictor for self-efficacy (p<0.01).