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This study explores the intricate relationship between mathematical literacy skills and self-efficacy within a high school learning environment in the United Arab Emirates. Focusing on 20 grade 8 students, the research employs a qualitative descriptive approach, integrating mathematical literacy assessments, self-efficacy surveys, and interviews. The findings reveal a strong correlation between high self-efficacy and advanced mathematical literacy, while moderate self-efficacy corresponds to intermediate proficiency levels. Conversely, low self-efficacy is linked to lower mathematical literacy. Notably, some students display moderate mathematical proficiency despite varying levels of self-efficacy. These insights provide a nuanced understanding of how self-efficacy influences mathematical literacy and suggest strategies to enhance mathematical proficiency in educational settings. One practical implication of this study is the recommendation for educators to implement interventions designed to boost self-efficacy, such as positive feedback and growth mindset training, to improve overall mathematical literacy.
AlAli et al. (Wed,) studied this question.