This study investigated the influence of reflective and impulsive cognitive styles on academic self-efficacy among senior secondary students in Kaduna state, Nigeria. The ex-post factor research design was used for the study. The population of the study was 156,230 whereas 320 students were selected by means of multi-stage and proportionate stratified random sampling technique. The instruments used for the study were the reflective and impulsivity scale (RIS) and the academic self-efficacy scale (ASES). Data collected were analyzed using descriptive statistics such as frequency distribution, and percentages for bio-data analysis. To analyze the hypotheses, Pearson Product Moment Correlation and t-test statistics was used. The findings reveal that, significant relationship exist between students reflective and impulsive cognitive styles and academic self-efficacy among senior secondary students, with the impulsive students having a higher academic self-efficacy than the reflective students (p= 0.885) and ( p = 0.000). Another finding revealed that significant difference does not exist between male and female students on the influence of impulsive and reflective cognitive styles on academic self-efficacy among senior secondary students (p= 0.866) and (t= of 0.169).And that significant difference exist between male and female students on their academic self-efficacy with male students having significantly higher academic self-efficacy than the female students. (t = 1.148, p = 0.000)