The relationship between learners' sources of self-efficacy beliefs and their perceived motivation support given by their instructors

This study aims to investigate the relationship between the self-efficacy sources of 7th-grade students and their perceived teacher's motivational support. Mastery experience, vicarious experience, verbal persuasion and emotional arousal are examined as the sources of self-efficacy while teacher's autonomy support, teacher's competence support, teacher's relatedness support are examined as teacher's motivational support. Sources of Science Self-Efficacy Scale (SSSE) and Teacher's Motivational Support Scale (TMSS) were applied to 550 middle school students to assess variables in the study. Means and standard deviations were calculated for determining the sources of self-efficacy. T-test and analysis of variance (ANOVA) were used to investigate the gender variable and Pearson correlation was performed to examine the relationship between the sources self-efficacy and teacher's motivational support. According to the results, the sources of science self-efficacy positively correlated to perceived teacher's motivational support. There is not any significant gender difference for the mastery experience, emotional arousal, teacher's autonomy support and teacher's relatedness support whereas gender difference is significant for vicarious experience, verbal persuasion, and teacher's competence support.