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The aim of this study is to examine the structural relationships between secondary school students' epistemological beliefs, their critical thinking dispositions and their academic self-efficacy. The research was conducted according to the correlational research method, and structural equation modeling was used in the analysis of the data. The data of the study were obtained from 678 secondary school students studying in Afyonkarahisar. Epistemological Belief Scale, Critical Thinking Disposition Scale and Academic Self-Efficacy Scale were used as data collection tools in the study. The results of the study show that epistemological beliefs significantly predict academic self-efficacy, critical thinking disposition has a full mediating effect on this relationship, and this effect is significant.