Abstract To examine the correlations among environmental perceptions, motivational beliefs, and self-regulating learning of Tehran high school third-year boys based on a causal model, multistage cluster-sampling method gave a sample of 685 students. The motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), Students\\\\\\\\\\\\\\\' Achievement Goal Orientations (Midgley, Kaplan, Middleton, Maehr, Urdan, Anderman, et al., 1998), Students’ Perceptions of Classroom Activities (Gentry, Gable, & Rizza, 2002), and Perceptions of Parents Scales (Grolnick, Deci, & Ryan, 1997) were administered. Analysis showed relations among components of self-regulating learning, family environmental perceptions, perceptions of classroom activities, and motivational beliefs. Structural equating modeling indicated the proposed model was acceptable and the fit index was not significant statistically (² = 123.98, GFI = .97, RSMEA = .044). All paths or structural coefficients of proposed model were significant statistically (P< .01).

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