A Qualitative Exploration of the Sources of Mathematics Self-Efficacy Among Saudi Middle School Students

Background/purpose. Over the past few decades, there has been a growing scholarly interest in mathematical self-efficacy, given its significant impact on students’ motivation, persistence, and achievement. However, there is still a limited understanding of how these beliefs develop in culturally specific, non-Western settings, particularly in Arab educational systems. This study aims to address this gap by exploring the sources that shape mathematical self-efficacy among Saudi middle school students. Grounded in Bandura’s (1997) social cognitive theory, this research examines how students' beliefs are shaped by personal experiences, social interactions, and emotional contexts. Materials/methods. The study employed a qualitative design that utilized semi-structured interviews and focus group discussions. Data were collected from a total of 48 male students, 12 mathematics teachers, 12 fathers, and 12 peers drawn from six middle schools in Al-Ahsa Governorate, Saudi Arabia, during the first semester of the 2025 academic year. A thematic analysis approach was applied to identify patterns and generate core themes that explain the development of mathematical self-efficacy. Results. Four key themes emerged, reflecting how students’ beliefs are constructed: mastery experiences, vicarious learning through observation, verbal encouragement and feedback, and emotional regulation alongside the cultural framing of mathematical self-efficacy. These findings reveal the complex and culturally situated nature of self-efficacy development among Saudi students. Conclusion. The study emphasizes the importance of situating educational research within specific cultural and social contexts. It provides practical recommendations for designing culturally responsive instructional practices that foster mathematical self-efficacy, motivation, and support sustained engagement in mathematics classrooms.