Ramezan Raisi - Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
Mousa Javedan - Hormozgan University, Bandar Abbas, Iran

The aim of this study was to determine the relationship between cognitive, emotional andbehavioral engagements and self-efficacy of male high school students in Bandar Abbas (Iran) in theacademic year 2014-2015. In order to determine the sample size according to Morgan Table, 200subjects were selected using random sampling method. Data collection tool for academic selfefficacybeliefs was McIlroy and Bunting Questionnaire (2002) and to collect data regarding thecognitive, emotional and behavioral engagements Fredericks et al Questionnaire (2004) was used.Data were analyzed by descriptive and inferential statistical tests of Pearson and regression.Regression analysis results show that cognitive engagement at the level of p<0.087, behavioralengagement at the level of p<0.635 and emotional engagement at the level of p<0.001 significantlyexplain students’ self-efficacy. Finally, it can be concluded that cognitive, emotional and behavioralengagements have a significant relationship with self-efficacy. Therefore, given the research resultswe come to the conclusion that cognitive, emotional and behavioral engagements increasestudents’ self-efficacy.

Self-Efficacy, Cognitive Engagement, Emotional Engagement, Behavioral Engagement