Students' Perspectives on the Determinants of Academic Self-Efficacy (ASE) in Sindh, Pakistan

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.