Sources of Mathematics Self-Efficacy in Primary and Secondary Students: A Systematic Review of Qualitative Research

Efficacy beliefs influence individuals’ thinking and academic outcomes. Indeed, a growing body of literature has identified self-efficacy (SE) as a predictor of a range of favourable outcomes and a buffer against the likelihood of less desirable ones. The evidence linking high levels of SE to positive outcomes has spurred interest in understanding how such beliefs are developed and sustained, particularly via the theorised sources of efficacy information: mastery experience, vicarious experience, social persuasion and physiological state. However, while most research on the sources of mathematics SE is quantitative, no prior review has systematically examined the qualitative literature. This review analyses eight qualitative or mixed-methods studies on these sources in primary and secondary students. It demonstrates that qualitative data illuminate how SE-relevant information is individually interpreted and how even a single encouraging comment can have a lasting influence. The source-specific findings indicate that the development of mathematics SE is less about isolated experiences and more about how those experiences are socially mediated, interpreted, and emotionally supported—most notably through teachers’ practices and relational environments. In addition, five broader cross-source insights are discussed following a critical examination of how future research can build on the strengths of existing qualitative studies.