The mediating effects of basic psychological needs on the associations between teacher support and Chinese adolescents' science and math self-efficacy

BackgroundScience and math self-efficacy in high school can encourage students to choose science and math-related majors and thus cultivate relevant talent. The importance of science and math self-efficacy in academic performance and science and math-related career choices is well-documented. Despite numerous studies on various factors related to adolescents' science and math self-efficacy, little empirical research has examined the effects of perceived teacher support on science and math self-efficacy among adolescents.PurposeBased on self-determination theory (SDT), this study aimed to examine the parallel mediation effect of relatedness, autonomy, and competence between perceived teacher support and Chinese adolescents' science and math self-efficacy. Sample: We carried out a cross-sectional study that collected data from 443 Chinese tenth-grade adolescents (209 males, 47.20%). The students completed measures of perceived support from teachers, basic psychological needs, and science and math self-efficacy through an online survey.MethodsThe model was performed with AMOS 23 using a structural equation modeling approach with bootstrapping techniques (bootstrap replications:5,000).ResultsThe results indicate that the association between teacher support and science and math self-efficacy was fully mediated by autonomy. The indirect effects of teacher support and science and math self-efficacy on relatedness or competence were insignificant.ConclusionThese findings highlight the importance of teacher support in adolescents' science and math self-efficacy and provide a foundation for a novel approach to stimulate and motivate adolescents' science and math self-efficacy.