Students' Perspectives on the Determinants of Academic Self‐Efficacy ( <scp>ASE</scp> ) in Sindh, Pakistan

ABSTRACT The objective of this study was to examine students' experiences with regard to the factors influencing academic self‐efficacy (ASE) in higher secondary schools, employing a mixed‐method approach. There is a considerable body of literature examining the role of parents and schools in supporting ASE. However, there is a paucity of data on the role of emerging experiences in supporting ASE. To address this issue, in‐depth semi‐structured interviews were conducted with 48 grade‐12 students, and a self‐efficacy questionnaire was designed and administered to 294 students from higher secondary schools. The thematic analysis identified a number of themes; the analysis of quantitative data revealed a significant relationship between students' ASE and several variables, including problem‐solving behaviour, peer learning, teacher pedagogy, community influence, family interaction and hobbies. In‐depth analyses provide insight into the influences of these variables and the issues involved. Recommendations are made based on these findings.