The effect of socioeconomic status on mathematics self-efficacy: The interaction effect of teaching quality in mathematics classrooms and private tutoring

This study examined how socioeconomic status (SES) affects two types of mathematics self-efficacy—formal and applied mathematics self-efficacy, and mathematical reasoning and 21st-century mathematics self-efficacy—and whether these relationships are moderated by students' perceived quality of math classes and private tutoring participation. Using data from Korean students in the PISA 2022 mathematics assessment, a three-way interaction analysis was conducted. Results showed that SES positively predicted both types of mathematics self-efficacy. A significant interaction was found between SES, perceived class quality, and private tutoring participation for formal and applied mathematics self-efficacy. In the private tutoring group, higher perceived class quality weakened the SES effect, while in the non-tutoring group, the relationship was strengthened. No such interaction was observed for mathematical reasoning and 21st-century mathematics self-efficacy. Further analysis revealed that teacher support, a well-managed classroom, cognitively activating strategies, and positive teacher-student relationships were key factors influencing students’ perception of class quality. This study highlights the importance of school instruction in mitigating the influence of SES on mathematics self-efficacy and provides implications for reducing educational inequality.