Abstract:
The basic aim of the study was to determine the power of mathematics and science self-efficacy
resources as the predictors of academic success. The relational scanning model was used in the study,
and the study was conducted with 492 students who were studying at sixth and seventh grades of a
state school. The mathematics and science self-efficacy resources scales were used as the data
collection tool. In addition, the school reports of the semester before the study was conducted were
used to determine the academic success levels of the students. The Pearson moments multiplication
correlation technique and multiple linear regression analysis were used in the analysis of the data.
According to the results, there were significant relations between the mathematics and science selfefficacy resources and the academic success levels at high, medium and low levels. The personal
experiences, indirect experiences and social persuasions, which have significant effects on academic
success both for mathematics and for science, explained nearly 60% of the change in academic
success. The physiological situations towards mathematics did not have any significant effects on
academic success. According to the findings, some recommendations have also been made in the
study.
