The current research aims to come up with a constructive model as a try, that shows the direct and indirect causal relationships between academic achievement, achievement motivation, self-efficacy, and academic stress among the students of Al- Sharqiyah University in the Sultanate of Oman, during the academic year 2022/2023, using the descriptive-relational approach. The final research sample consisted of (338) male and female students from different faculties at the University of Al-Sharqiyah, which were chosen by the cluster random method. A Revised Version of The Achievement Motives Scale (AMS-R) was applied to them, the New General Self- Efficacy Scale (NGSES), and the Perception Academic Stress Scale (PAS). The results of the path analysis indicated the best model that represents the correlation matrix between academic achievement and each of achievement motivation, academic stress, and self-efficacy. The model revealed that there are positive direct effects of achievement motivation and self-efficacy, there are direct negative effects of academic pressure on academic achievement, there are direct effects of self-efficacy and academic stress on achievement motivation (the median), there are indirect effects of academic stress on academic achievement, while there are no indirect effects of self- efficacy on academic achievement. That is, achievement motivation plays a mediating role between academic pressure and academic achievement. In the light of the results of the study, a set of recommendations were presented, the most important are: increasing interest in improving the level of achievement motivation, also raising the level of self-efficacy among students, because they have a direct impact on their academic achievement. Beside that Paying attention to providing effective and supportive learning environments with low levels of academic stress. Keywords: Academic Achievement, Achievement Motivation, Self-Efficacy, Academic Stress, Structural Modeling.