Background and purpose: Self-efficacy and achievement motivation are amongst the most important predictors of academic achievement. The aim of this study was to investigate the relationship between self-efficacy and achievement motivation and academic achievement in students with learning disabilities.

Materials and methods: The research population included 32 students with learning disabilities and the Self-efficacy Scale (Sherer et al) and Herman’s Questionnaire Measure of Achievement Motivation were completed by the participants. The descriptive results of the first semester were considered as a criterion for academic achievement. Data was analyzed using correlation and regression analysis.

Results: The participants were 79.4% male and the mean age of students was 9 + 0.899. Most of them were grade two to five. Self-efficacy and achievement motivation were significantly correlated with academic achievement (P<0.05 and P<0.001, respectively). Achievement motivation was the most effective component in academic achievement (P<0.001)

Conclusion: According to these results, self-efficacy and achievement motivation were the main factors affecting the academic achievement of students with learning disabilities.