This study attempted to investigate the relationships among sex-role stereotypical beliefs, elf-efficacy, attribution and academic achievement of students; to identify the level of sex- role stereotypical beliefs, self-efficacy, and attribution of students; to identify sex differences in sex-role stereotypical beliefs, self-efficacy, attribution, and academic achievements of -~ . . . efficacy, and· attribution on academic achievement of students. To achieve these objectives, 329 students were tnosen from Bahir Dar. Higher Education . Questionnaire and documents·were used to ?oilect the necessary data. Correlation, t-test, and ' .. ~I' v Preparatory Secondary School, using stratified and simple random. sampling techniques. multiple regression were employed in the analysis of the results . . J· -, . ~ The obtained results indi"Crated that there were significant relationships among self efficacy, obtained in all academic achievements in favor of males, and feminine' stereotypical beliefs " ' in favor of females. Furthermore, selr.f efficacy and success attribution were found to have _,, betng high in alksubjects. ... . This study attempted to investigate the relationships among sex-role stereotypical beliefs, ) Jt.,~ students; to investigate individual and combined effects of sex-role stereotypical beliefs, self- . " . - ABSTRACT success attribution, and academic achievement of students. Significant sex differences were .. Based on=the findings, conclusions were made and recommendations which may help to improve the academic achievement of, especially female, students were forwarded. . ,; significant effects on academic achievements of students, with the effect of self efficacy