Programming self-efficacy plays an important role in promoting interest in programming education among teenagers. Therefore, the purpose of this study was to examine to what extent family socioeconomic status, programming learning, programming teaching, and gender influence programming self-efficacy. A total of 851 upper-secondary-school students were surveyed using the Programming Self-Efficacy Scale, Family Socioeconomic Questionnaire, Programming Teaching Scale and Programming Learning Scale. Correlation analysis showed that programming learning, gender, family socioeconomic status, and programming self-efficacy were significantly correlated. As well, t-test results indicated that programming learning, gender, and family socioeconomic status were the key factors influencing programming self-efficacy. Furthermore, programming learning and gender were significant predictors of programming self-efficacy. Besides, the results of the interviews with 10 students also indicated that several of the above factors would have an impact on programming self-efficacy. Thus, this study provides an empirical basis for changing from "teaching-centred" to "learning-centred" programming for teenagers and inspires teachers to take into account learner attitudes, learning methods and gender differences in the design and delivery of programming education. In addition, the results underline the positive influence of family-related factors on teenager learning programming needs to be fully exploited in order to promote programming education among teenagers.