The main aim of the current study is to identify the prevalence and determinants of math anxiety from the lens of self-efficacy theory & attribution theory. This study provides valuable data on the prevalence and causes of mathematics anxiety in a non-western setting – specifically, among 341 high school students (164 females/48.1% and 177 males/51.9%) in grade levels 10, 11, and 12 in Riyadh, Saudi Arabia. Using the Mathematics Self-Efficacy Scale (MSES), modified from Betz & Hackett's math anxiety adopted from Fennema-Sherman Mathematics Attitudes Scales and the Attrition Scale procedure implemented by Bar-Tal, this study focuses on the links among three interrelated constructs: math anxiety, perceived self-efficacy, and causal attribution. Results show that most of both male and female students are doubtful about their performance in math, but overall, female students show a higher degree of math anxiety than males. The data also showed a high positive correlation between external attributional and anxiety scores, based on a set of independent variables including confidence, value, enjoyment, motivation, teacher valuation, self-efficacy, internal beliefs, and external beliefs. The most significant independent variables were self-efficacy and enjoyment, while value and motivation were only marginally related to math anxiety. On average, the higher students’ self-efficacy, the lower their math anxiety.

Math Anxiety, Self-Efficacy Theory, Attribution Theory, Non-Western Setting, Determinants of Anxiety