The present study examined associations between changes in students' science self-efficacy and self-regulated learning strategies and their relation to science achievement. Influences of gender, ethnicity, and childhood and adolescent socialization experiences were also examined. The variables were consistent with Bandura's social cognitive theory, which predicts a triadic model of determinants of behavior. Participants were one hundred thirteen undergraduates enrolled in science courses in large public college in New York. Students were administered two surveys, at the beginning and end of the semester. Results showed that self-efficacy beliefs changed over the course of the semester and that these changes positively predicted final course grades after controlling for gender, mother's educational level, and ethnicity. Males' childhood and adolescent science experiences were correlated with delay of gratification while for females these experiences correlated with final term grades. (Contains 5 tables and 1 figure.)