In educational systems, self-efficacious students try harder and challenge more to gain the goals and they relate any failure to their weakness and lack of effort. Therefore such students are more eager to use learning strategies (e.g. self-regulation). The main purpose of the present study is to investigate the relationship among self-efficacy, self-regulated learning and perceived language proficiency. The participants were 103 Iranian male and female, graduate and undergraduate English students at University of Kurdistan in Iran. Their age was ranged from 18 to 46. The data were collected through 3 questionnaires of self-efficacy (Gaumer Erickson, 2016), self-regulated learning (Seker, 2015), and perceived language proficiency (Butler, 2004) at the beginning of the semester in 2018. After analysis of the descriptive data, Pearson correlation and regression analysis were run. The results showed positive and significant relationships among self-efficacy, self-regulated learning, and perceived language proficiency. The results also showed a high prediction power of self-regulated learning by self-efficacy and perceived language proficiency. This study demonstrated how self-efficacious and perceived language proficiency learners can be the better self-regulated learners as well. The findings of this research can be useful for learners and teachers in the institutes and educational contexts.
