Social　cognitive　theory　suggests　that　social　persuasion　is　essential　in　promoting　self-efficacy.　However,　the　existing　research　on　the　relationship　between　social　persuasion　and　self-efficacy　has　been　inconsistent.　Moreover,　there　is　still　a　limited　understanding　of　the　connection　between　teacher　persuasion,　students＇　math　self-efficacy,　and　the　underlying　mechanisms.　This　study　aimed　to　address　these　gaps　by　exploring　the　direct　and　indirect　(multiple　mediation　of　intrinsic　value　and　math　anxiety)　effects　of　teacher　persuasion　on　students＇　math　self-efficacy.　A　total　of　2590　Chinese　junior　high　school　students　completed　the　questionnaires　on　teacher　persuasion,　intrinsic　value,　math　anxiety,　and　math　self-efficacy.　The　results　indicated　that　boys　gained　more　teacher　persuasion　and　showed　higher　math　self-efficacy.　The　structural　equation　model　revealed　the　following　results:　(1)　intrinsic　value　and　math　anxiety　played　a　mediating　role　between　teacher　persuasion　and　math　self-efficacy,　respectively;　(2)　intrinsic　value　and　math　anxiety　exerted　multiple　mediation　effects　between　teacher　persuasion　and　math　self-efficacy;　(3)　intrinsic　value　is　a　crucial　factor　that　mediates　the　relationship　between　teacher　persuasion　and　self-efficacy　in　math.　The　study　provides　insights　into　the　factors　influencing　math　self-efficacy　and　suggests　approaches　for　improvement.