The present study was aimed to investigate if academic self- efficacy can be predicted by social anxiety and classroom psychosocial climate in junior high school students. The sample was 550 (250 female and 3oo male) students who were selected via random cluster sampling in Jiroft. In order to gather the needed information, Academic Self- efficacy Questionnaire, Social Anxiety Scale for Adolescents and My class Inventory were used. Multiple regression (enter method) was used for analyzing the data. Results indicated that the Competition as a component of classroom psychosocial climate was negative predictor for academic self- efficacy and also Friction was positive predictor for Context in academic self- efficacy; but Cohesion cannot predict the dimensions of academic self- efficacy. Also findings indicated that the dimensions of social anxiety cannot predict the academic self- efficacy; but among the dimensions of social anxiety, social avoidance and distress- new can negatively predict the context as a component in academic self- efficacy. Finally, it revealed that talent can be predicted by social avoidance and distress-general dimensions. It can be concluded that classroom psychosocial climate and its components are stronger predictors for academic self- efficacy than social anxiety and its dimensions.