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, cilt.16, sa.2, ss.389-415, 2018 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 2
- Basım Tarihi: 2018
- Doi Numarası: 10.25115/ejrep.v16i45.2099
- Dergi Adı: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
- Sayfa Sayıları: ss.389-415
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Karadeniz Teknik Üniversitesi Adresli: Evet
Özet
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.