Examining the Predictive Role of Teacher Support Typologies on Students’ Research Self-Efficacy: An Integrated Theoretical Perspective
Keywords:
Bandura, Research self-efficacy, Secondary students, Tardy, Teacher supportAbstract
Studies show that social support enhances students’ beliefs in their ability to perform research tasks; however, most prior research has focused on graduate and postgraduate students and examined support in general, limiting understanding of how multiple types of social support interact to shape secondary students’ research self-efficacy. Guided by Tardy’s Social Support Framework and Bandura’s Self-Efficacy Theory, this study investigated the predictive effects of informational, appraisal, emotional, and instrumental support on students’ research self-efficacy. A quantitative-predictive research design was employed, with 350 secondary students from Baguio City, Philippines, completing validated instruments measuring perceived teacher support and research self-efficacy. Binary logistic regression revealed that all four support types significantly increased the odds of students reporting high research self-efficacy, with informational support showing the strongest effect, followed by appraisal, instrumental, and emotional support. These findings underscore the multifaceted role of teacher support in enhancing students’ research competence, highlighting the importance of clear guidance, constructive feedback, emotional reassurance, and practical resources. The study suggests that interventions targeting all four support dimensions can substantially strengthen students’ self-efficacy in conducting research tasks.
Downloads
References
Aldhi, I.F., Suhariadi, F., Trihantoyo, S., Rahmawati, E., Subhekti, E.F., & Hardaningtyas, D. (2024). Cultivating postgraduate students research productivity: Exploring interplay between research self efficacy and supervisory support. Malaysian Online Journal of Educational Management, 12(3), 1–22. https://doi.org/10.22452/mojem.vol12no3.1
Amador-Campos, J.A., Peró-Cebollero, M., Feliu-Torruella, M., Pérez-González, A., Cañete-Massé, C., Jarne-Esparcia, A.J., Triadó-Ivern, X., & Guàrdia-Olmos, J. (2023). Mentoring and research self-efficacy of doctoral students: A psychometric approach. Education Sciences, 13(4), 358. https://doi.org/10.3390/educsci13040358
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Granziera, H., Liem, G.A., Chong, W.H., Martin, A., Collie, R., Bishop, M., & Tynan, L. (2022). The role of teachers’ instrumental and emotional support in students’ academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts. Learning and Instruction, 80, Article 101619. https://doi.org/10.1016/j.learninstruc.2022.101619
Hascoët, M., & Audrin, C. (2025). Exploring social support: How sources and types relate to academic self-perception and emotions in primary school students. Acta Psychologica, Article 105551. https://doi.org/10.1016/j.actpsy.2025.105551
Hombrados-Mendieta, M.I., Gómez-Jacinto, L., Domínguez-Fuentes, J.M., García-Leiva, P., & Castro-Travé, M. (2012). Types of social support provided by parents, teachers, and classmates during adolescence. Journal of Community Psychology, 40(6), 645–664. https://doi.org/10.1002/jcop.20523
Khatony, A., Shiri, P., Janatolmakan, M., & Azizi, S.M. (2023). Investigation of correlation between research self-efficacy and academic performance in Iranian students of health sciences (Version 1) [Preprint]. Research Square. https://doi.org/10.21203/rs.3.rs-861015/v1
Lei, H., Cui, Y., & Chiu, M.M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8, Article 2288. https://doi.org/10.3389/fpsyg.2017.02288
Malecki, C.K., & Demaray, M.K. (2002). Measuring perceived social support: Development of the Child and Adolescent Social Support Scale (CASSS). Psychology in the Schools, 39(1), 1–18. https://doi.org/10.1002/pits.10004
Manitzas Hill, H.M., Zwahr, J., & Gonzalez, A., III. (2022). Evaluating research self-efficacy in undergraduate students: Experience matters. Journal of the Scholarship of Teaching and Learning, 22(1). https://doi.org/10.14434/josotl.v22i1.31203
Miao, H., Guo, R., & Li, M. (2025). The influence of research self-efficacy and learning engagement on Ed.D students’ academic achievement. Frontiers in Psychology, 16, 1562354. https://doi.org/10.3389/fpsyg.2025.1562354
Olutoki, A.E., & Osoba, M.A. (2024). Research self-efficacy: A study of postgraduate students in library schools in South West, Nigeria. Library Philosophy and Practice (E-Journal). https://digitalcommons.unl.edu/libphilprac/8154
Osunronbi, T., Adeboye, W., Faluyi, D., Sofela, J., Shoker, S., O’Riordan, M., Sofela, A., et al. (2023). Predictors of self-reported research self-efficacy and perception of research amongst medical students in the United Kingdom: A national cross-sectional survey. Postgraduate Medical Journal, 99(1168), 69–76. https://doi.org/10.1093/POSTMJ/qgad010
Overall, N., Deane, K., & Peterson, E. (2011). Promoting doctoral students’ research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791–805. https://doi.org/10.1080/07294360.2010.535508
Petko, J. (2012). Counselor education doctoral students’ levels of research self-efficacy, interest in research, and research mentoring: A cross-sectional investigation (Doctoral dissertation, University of Central Florida). https://stars.library.ucf.edu/etd/2499
Poh, R., & Kanesan Abdullah, A.G.B. (2019). Factors influencing students’ research self-efficacy: A case study of university students in Malaysia. Eurasian Journal of Educational Research, 19(82), 137–168.
Ren, J., & Li, X. (2024). Mentor support and postgraduate research ability: The role of research self-efficacy and academic atmosphere. Asia Pacific Journal of Education, 1–15. https://doi.org/10.1080/02188791.2024.2364648
Shen, S., Tang, T., Pu, L., Mao, Y., Wang, Z., & Wang, S. (2024). Teacher emotional support facilitates academic engagement through positive academic emotions and mastery approach goals among college students. Sage Open, 14(2), Article 21582440241245369. https://doi.org/10.1177/21582440241245369
Staser, T. (2021). Help in the time of COVID: Informational, emotional, and instrumental support among graduate students during a pandemic (Master’s thesis). University of Central Florida. https://stars.library.ucf.edu/etd2020/565
Tardy, C. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187–202. https://doi.org/10.1007/BF00905728
Taş, Y., Demiral-Uzan, M., & Uzan, E. (2023). Self-efficacy for research: Development and validation of a Comprehensive Research Self-Efficacy Scale (C-RSES). International Journal on Social and Education Sciences (IJonSES), 5(2), 275–294. https://doi.org/10.46328/ijonses.472
Wong, T., Tao, X., & Konishi, C. (2018). Teacher support in learning: Instrumental and appraisal support in relation to math achievement. Issues in Educational Research, 28(1), 202–219. https://eric.ed.gov/?id=EJ1170561
Wu, J., Yan, Z., Yang, Y., Zhu, J., Xiong, Y., & Chen, J. (2024). The Perceived Teacher Support Scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research, 128, Article 102487. https://doi.org/10.1016/j.ijer.2024.102487
Yang, X., & Li, X. (2025). A study on the effect of perceived teacher support on English academic achievement among Senior High School students: The mediating role of learning engagement. International Journal of New Developments in Education, 7(9), 1–9. https://doi.org/10.25236/IJNDE.2025.070901
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
