The aim of this study is to investigate the correlation between meta-cognitive awareness, academic self-efficacy, academic self-perception and academic performance of high school students, as well as the contribution of the first three constructs to the mean academic performance. For this purpose, we distributed a meta-cognitive awareness inventory (JrMAI),an Academic Self-efficacy questionnaire and an Academic Self-concept questionnaire (ΠΑΤΕΜ ΙΙΙ) to high-school students. The students filled in their average grade. The sample for this research were 191 students in the private school NeaGeniaZiridi, aged between 12 and 14 (M=13.09, SD=0.762). The correlation analyses show a moderate significant correlation between metacognitive awareness and academic performance (r=0.19, p<0.01),a high correlation between academic self-efficacy and metacognitive awareness (r=0.61, p<0.001), a high significant positive correlation between academic self-perception and academic performance (r=0.56, p<0.001), and a strong positive correlation between academic self-efficacy and academic self-perception (r=0.65, p<0.001). The multiple regression analyses show that the academic self-perception contributes more to the variability of the average academic performance. The metacognitive awareness does not contribute significantly to academic performance. The findings of this research confirm relative studies in international literature.