The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87 females) eighth grade students (M[subscript age] = 13.47) in a junior high school located in a small town near Rome (Italy). All measures were administered at the beginning of eighth grade. Hierarchical regression analysis supported the unique contribution of SESRL on academic achievement at the end of the school year. Theoretical and practical implications are discussed. (Contains 2 tables.)