The main subject of this diploma theses deals with self-assessment of the students achievement motive, self-efficacy and correlations between different aspects of these factors with students satisfaction of their academic success and teacher's perception of students. To examine students self-evaluation of motivation, self- efficacy and satisfaction with school success two scales where used: Scale of motivation for avoiding failure and Scale of self-efficacy (divided in two subscale: self-efficacy in learning process and self-efficacy in achieving goals). Both scales were applied in numeric and graphical versions. In order to obtain teacher's observations one scale is used, Perceived students self-regulation, divided in three sub-scales: regulation of motivation, regulation of strategies and metacognition and regulation of the environment. A total of 251 students and 30 teachers from seven schools participated in the study, all of them in the area of the city Rijeka. The data were collected by a 45-day survey. The results of the research showed greater reliability is obtained in numerical version comparing it with graphical version of format response of Scale of avoiding failure and Scale of self-efficacy pointing to the fact that the graphical version of the scale doesn't have internal consistency homogeneity that is satisfactory. Mann Whitney's Test doesn't shows any differences between the mean values of the numerical and graphical version of the scale of avoiding failure or the self-efficacy scale, which points da students have the same experience with numbers and smiles when evaluating their own abilities. Among the teacher's assessment of student self-regulation and student self-motivation estimates of self-motivation and self-efficacy, a positive correlation was found in subscale of perceived self-regulation of the environment and motivation to avoid failure and the scale of observed self-regulation of the environment and self- efficacy in the learning process. No statistically significant correlation was found among the other scales. Furthermore, the results indicate that students who are not satisfied with their school success estimate their self-efficacy lower as well as the evaluation of their motivation for avoiding failure. In the correlation of school grades with the used scales, positive correlations have been found in almost all subjects. By increasing assessment of students 'self-efficacy and teachers' assessments, students grades also increase. However, the results that point to the fact that increasing student motivation to avoid failure increases student grades from individual subjects indicates that defensive motivational patterns dominate in the Croatian educational system for successful children.