The first hypotheses results showed a medium effect size with athletes having nearly a half a point higher average GPA. Possible explanations include superior time management skills, structured programs that may have contributed to self- efficacy development or previous higher academic abilities that allows the time to spend away from their studies. By finding a positive relation between academic self-efficacy scores and GPA and by finding an indirect effect of sports participation on GPA through academic self-efficacy, this study extended the existing body of research suggesting that self-efficacy beliefs are positively predictors of students’ academic success.The positive relation between academic se in this study suggests that participants had an accurate awareness of their abilities to perform in the school setting The fact that data collected at the end of participants’ school year for one group of students and that majority of students were at least in their second year of HS is evidence for the reciprocal nature of self-efficacy beliefs and the individual’s environment. Results only PARTIALLY supported the idea that self-efficacy can transfer between the athletic and academic domains—this is because the present study’s results did not support the fourth hypothesis: no significant relation between academic self-efficacy and athletic self-efficacy scores were found. This could be due to lack of specificity inherent in self efficacy measures in the study . It is also possible students who participated In sports may have had higher levels of self-efficacy to begin.