Theoretical framework According to Bandura’s description of the human cognitive self-regulation system, selfefficacy beliefs are the most central and pervasive influence on the choices people make, their goals, the amount of effort they apply to a particular task, how long they persevere at a task in the face of failure or difficulty, the amount of stress they experience and the degree to which they are susceptible to depression. One tends to avoid situations believed to exceed his or her abilities and get involved, without hesitation, in activities for which he or she feels capable (Bandura, 1977). A central idea posed in social cognitive theory is that success experiences raise self-efficacy but repeated failures lower selfefficacy. Moreover, enhanced self-efficacy, secondary to repeated successes often generalizes to new situations (Bandura, 1977). Bandura (1997) had made strong claim that beliefs of personal efficacy constitute the factors of human agency while, self-efficacy in general refers to one’s confidence in executing courses of action in managing a wide array of situations. Work self-efficacy assesses workers’ confidence in managing work place experiences. In line with these findings, Schunk and Zimmerman(1994, cited by Mousoulides & Philippou, 2005) reported that there was a positive relationship between self-efficacy and academic achievement and that if students are trained to have higher self-efficacy beliefs their academic performance also improves Students with strong senses of self-efficacy tendency involve in challenging tasks, invest more effort and persistence, and show excellent academic performance in comparison with students who lack such confidence (Bong, 2001, cited by Nasiriyan, Azar, Noruzy, Dalvand,2011 SPCC: A Measure of Communicative Self-efficacy SPCC meets this requirement, as it prompts respondents to record how competent they believe they are to communicate effectively in 12 different situations. These situations (i.e., communication encounters) are the byproduct of crossing four communication contexts (namely public speaking (PS), large meeting, (LM), small group (SG), and dyadic (DY)) with three types of interlocutors (friend, acquaintance, and stranger). Bandura pointed out this concept of self-efficacy, in particular, and revealed the power of consciousness in personal life - the belief in self-efficacy determines the human’s goal, duration of exertion and the recovery capability when facing difficulty Bandura’s reciprocal determinism. The Attitude/Social influence/self-Efficacy model (ASE model) The core enhancement with this concept attributed the idea of a person in dealing its communicative skills as part of a delivery speech that significantly affected the way a person devoured into such public places and a classroom participation. As part of the banduras theories presentation it preserved the idea of how a low self-efficacy affect the whole delivery of a person communication skills towards to a certain academic performances in an ecological and environmental effect. This attributed that it all start with a behavioral scheme. Therefore, the core of our framework stresses the more subjective, perceived communication behavior and people's evaluations of that behavior (i.e. satisfaction), instead of objective, observable behavior. The full theoretical framework that results is substantial, in that it covers the communication process as a whole, including the relationships between the different aspects and persons involved, and 'environmental' aspects, such as the personal characteristics of the people involved. This 'ecological approach' (i.e. an approach that states that behavior results from multiple sources which interact, including the person himself/herself, other people, and the context, including the situation and environment. Conceptual Framework SPCC: A Measure of Communicative Self-efficacy SPCC meets this requirement, as it prompts respondents to record how competent they believe they are to communicate effectively in 12 different situations. These situations (i.e., communication encounters) are the byproduct of crossing four communication contexts (namely public speaking (PS), large meeting, (LM), small group (SG), and dyadic (DY)) with three types of interlocutors (friend, acquaintance, and stranger).Bandura pointed out this concept of self-efficacy, in particular, and revealed the power of consciousness in personal life - the belief in self-efficacy determines the human’s goal, duration of exertion and the recovery capability when facing difficulty The control- value theory of achievement emotions is a comprehensive framework for analysis of the effects of emotions on the students’ academic performance. As hypothesized by Pekrun, in this theory, positive emotions influence the students’ achievement indirectly through the mediating role of cognitive, metacognitive, and selfregulating behaviors. Based on Pekrun’s control-value theory, cognitive assessment is supposed to be one of the significant antecedents of academic emotions categorized into control assessments (perceived control) and value assessments (perceived value). Control assessments are related to the individuals’ perception of the controllability of achievement activities and their consequences. These assessments are shown through our expectations and perception of competence, such as self-efficacy. Therefore, academic self-efficacy (as a cognitive assessment) can influence academic emotions. On the other hand, many researchers have investigated the role of self-efficacy in academic achievement since the introduction of the concept of self-efficacy by Bandura (1977). Bandura’s (1977) social cognitive theory discusses self-efficacy as the main construct, which affects both performance and motivation According to the review of the literature, although many studies have been conducted on direct effect of variables as academic emotions, academic self-efficacy, metacognitive learning strategies and their roles in academic achievement, few studies have focused on direct and indirect relationship among these variables and investigated the role of emotions, self-efficacy, and metacognitive learning strategies together as predictors of academic achievement in a structural equation model. On the other hand, many studies have indicated that metacognitive learning strategies are one of the most important predictors of the students’ academic success. Therefore, as shown in some studies, metacognitive learning strategies mediate the effect of self-efficacy on academic performance. There has been some progress in research in this area.
