This study explores possible relationships between academic achievement, academic self-efficacy and self-efficacy for learning in online environments in students with different cognitive styles in the FDI dimension (1977). The study involved 178 tenth graders from an official education institution in the municipality of Soacha, department of Cundinamarca, Colombia. This research uses a quantitative approach with a multivariate statistical analysis, tests were conducted to identify cognitive style, independent variable, learning achievement, academic self-efficacy and self-efficacy for learning in online environments, dependent variable. A Manova analysis showed a significant difference in relation to academic self-efficacy and learning achievement in favor of field independent students, and no statistically significant differences were observed in self-efficacy for learning in online environments in students with different cognitive styles.