Brazilian engineering education is known for its extensive theoretical curriculum, overload in classroom schedule, high difficulties in learning and constant failure, which can cause longer periods for students to conclude their studies or event termination. On the other hand, several students do overcome these difficulties by holding on and conclude undergraduate. The current research aims to jointly study the relations among academic performance (course evolution, number of semesters already taken and performance in class), life at university (each experience beyond regular required schedule to conclude undergraduate, including recreational activities, sports, study groups, science initiation, etc.), social demographic data (color or race, sexual orientation, gender identity, if attended public or private high school, etc.) and self-efficacy, using the adapted to Portuguese version of Sherer self-efficacy scale (PAIS- RIBEIRO, 1995) and Scale of evaluation of causal attribution of success and failure of undergraduate students (BORUCHOVITCH, SANTOS, 2018). The data was collected from students of two intermediary stage classes of the undergraduate engineering course of a public university located in São Paulo state, Brazil. Participants' characteristics will be analyzed from descriptive statistics, and research goals will be achieved by using an ordinary least square linear regression (OLS). It was found statistically significant relationship between academic performance and dimensions, such as, initiation and persistence, success due to internal causes and failure due to internal causes, along with leisure activities, middle and high school studied at public schools, color or race brown, living with parents or in student republic, and attending college parties. It is expected that the outcome of this research can be used in an action plan to improve the academic performance among undergraduate students and also to increase their level of satisfaction along the academic journey.