The concept of self-efficacy is based on the triadic reciprocality model symbolising a relationship between: (a) personal factors i.e. cognition, emotion, and biological events (b) behaviour, and (c) environmental factors (Maddux, 1995). Cognition, emotion and behaviour are the domains of personality which form the basis of research in self-efficacy. Research has been extensive on the relationship between self-efficacy and performance attainment in academic settings. Self-report scales are most commonly used in the assessment of self-efficacy. The guidelines to construct scales to assess self-efficacy have been specified by Bandura (2001). These guidelines highlight the importance of developing self-report measures which are task specific, and take into consideration all three domains of self-efficacy and three levels within each domain. Suggestions to develop measures which are reliable and have content validity have been provided. The major aims of the present research were to assess diverse students' self-efficacy in mathematics, and to assess its relationship with achievement. Self efficacy is viewed as a multidimensional construct which shares a reciprocal relationship with various determinants. The major determinants considered in this study include: (a) motivation strategies, (b) cognitive and metacognitive strategies, (c) resource management, (d) self-regulated learning, (e) meeting others' expectations, and (f) self-assertiveness. This article reports the findings and discusses the implications for student achievement in a multicultural learning context. (Contains 11 tables and 1 figure.)