The aim of this research is studying the relations between environmental perceptions and self-efficacy with metacognitive strategies. To doing, a multistage cluster sampling method was used and a sample of 685 third grade boy students from Tehran high schools, were selected. Students’ self-efficacy (Pintrich and De Groot, 1990), Students Perceptions of Classroom Activities, (Gentry and his colleagues, 2002), and Perceptions of Parents Scales (Grolnick and his colleagues, 1997) were administrated to students as a group. Questionnaires validity and reliability were satisfactory. The results of Pearson correlation showed that the mutual correlation between components family environmental perceptions (parents warmth and autonomy support), perceptions of classroom activities (interest, challenge, choice and joy) and self-efficacy were significant (p< 0.01) and metacognitive strategies were predictable by environmental perceptions (class and parents) and selfefficacy.

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