Exploring the Role of Student Teachers' Self-Efficacy Beliefs and Teacher-Student Relationship Quality in Students' School Adjustment Competencies
ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY, vol.16, no.2, pp.389-415, 2018 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 16 Issue: 2
- Publication Date: 2018
- Doi Number: 10.25115/ejrep.v16i45.2099
- Journal Name: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
- Page Numbers: pp.389-415
- Open Archive Collection: AVESIS Open Access Collection
- Karadeniz Technical University Affiliated: Yes
Abstract
Introduction. The goal of this study was to examine the relationship between teacher-student relationship quality, student teacher's self-efficacy belief, and students' behavioral and academic orientations. In this way, the current research might be helpful to understand and document the direct and indirect impacts of teacher self-efficacy beliefs on the linkage between the quality of teacher-student relationship and students' school adjustment.