The relationship between individuals' academic success, motivation and self-confidence and self-efficacy levels cannot be ignored. The aim of this study is to develop and test a theoretical model considering the relationship between academic motivation, self-confidence and self-efficacy levels in transition from middle school to high school. For this purpose, the theoretical model was tested for 9th grade students who received education in Sivas province during the 2015-2016 academic year. The results of present study revealed a direct relationship between students' intrinsic self-confidence variables of motivation, starting, not giving up and sustaining. Extrinsic self-confidence, on the other hand, revealed a direct relationship with motivation only. There is a direct correlation between the motivation variables and the variables of starting, not giving up, and sustaining. Moreover, the mediating effect of motivation was found significant between intrinsic self-confidence variable and starting, not giving up and sustaining, as well as between extrinsic self-confidence and starting, not giving up and sustaining. The starting variability has a mediating effect between motivation and TEOG score and intrinsic self-confidence and TEOG score. Finally, it was reported that the sustaining variable has a mediating effect between motivation and TEOG score as well as intrinsic self-confidence and the TEOG score.