This study aimed to investigate the impact of Thinking Actively in Social Contexts (TASC Wheel) on developing self-directed learning readiness and academic self efficacy on a sample of seventh graders in Jordan. To achieve this objective, the researchers administered, after investigating their psychometric properties, a self-directed learning readiness scale consisting of (41) items, and a self efficacy scale consisting of (30) items to a sample of (73) seventh grade students. The study sample was divided into two groups, the experimental group, using TASC wheel strategy, and the control group. Using analysis of covariance (ANCOVA), results of the study showed statistically significant differences between the two groups on self directed learning readiness scale only, and on the majority of its subscales, in favour of the experimental group. The study ended with some recommendations aimed at activating TASC wheel strategy, in different areas, and various levels.