It has long been recognized that students’ school performance is determined not only by their cognitive abilities, but even more importantly by their motivation, achievement goals and perceived self-efficacy. The present study explored the relationship between academic self-efficacy, school achievement and four achievement goals of high-school students. The obtained results indicated a significant effect of age on students’ grade point average as well as significant effects of gender on students’ performance in the Croatian language, their grade point average, self-efficacy and three achievement goals (mastery, performance and social relations). Furthermore, the obtained results indicated a high correlation between self-efficacy and mastery goal orientation, while self-efficacy was once again identified as the most important predictor of school performance in all researched areas.
