Background and Purpose: Self-efficacy is informed under the influence by some of individual, familial and social factors. The purpose of this study was presenting the prediction model of academic self-efficacy based on dimensions of family communication patterns with the mediate role of personality traits of students.

Method: The present study was a correlation method that was used path analysis model. The statistical population was consisted of all of first grade high school students of Mahmood Abad city that 284 samples were selected based on cluster sampling. Research tools included the revised family communication patterns inventory (2002), HEXACO personality inventory (2004) and academic self-efficacy questionnaire (1999).

Results: The results showed that the model had a goodness of fitness with data of research. Extraversion (β=0.18, P<0.001), conscientiousness (β=0.31, P<0.001) and openness (β=0.35, P<0.001) to experience were effective on children's academic self-efficacy. Standardized path coefficient was positive and meaningful between orientation of dialogue and honesty – humility (β=0.19, P<0.011), extraversion (β=0.17, P<0.02), conscientiousness (β=0.26, P<0.009) and academic self-efficacy (β=0.14, P<0.019). Also, standardized path coefficient was positive between orientation of conformity and honesty- humility (β=0.14, P<0.025).

Conclusion: Some of effective operations that will improve the children's academic self-efficacy are creation of effective communication with children, encouragement of children to express an opinion, the acceptance of probable mistakes and lapses of children, use of them in decision-makings of family and recognition of their reasonable freedoms.