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The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in self-regulatory efficacy from junior to senior high school, with males experiencing the greater reduction. The lower the decline in self-regulatory efficacy, the higher the high school grades and the greater the likelihood of remaining in high school controlling for socioeconomic status. Reciprocal cross-lagged models revealed that high perceived efficacy for self-regulated learning in junior high school contributed to junior high school grades and self-regulatory efficacy in high school, which partially mediated the relation of junior high grades on high school grades and the …