eng Science and Education Publishing American Journal of Educational Research 2327-6150 2025-07-25 13 7 372 382 10.12691/education-13-7-3 EDUCATION20251373 article Manal Alyamni Corresponding author: malyamani@lu.edu.qa 1 Department of Education, School of Psychology, Howard University, Washington DC, USA 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 ¨C 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 studentsĄŻ self-efficacy, the lower their math anxiety. https://pubs.sciepub.com/education/13/7/3/education-13-7-3.pdf Math Anxiety Self-Efficacy Theory Attribution Theory Non-Western Setting Determinants of Anxiety