scholarly journals Examining the Model of Academic Self-Efficacy Based on the Teacher-Student Relationship in High School Students

2021 ◽  
Vol 3 (3) ◽  
pp. 247-255
Author(s):  
Ehsan Daliri ◽  
Zahra Zeinaddiny Meymand ◽  
Amanalah Soltani ◽  
Najme Hajipour Abaei ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Academic Self Efficacy

Evaluation of the Teacher–Student Relationship Inventory in American High School Students

2013 ◽  
Vol 32 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Shannon M. Suldo ◽  
Melanie M. McMahan ◽  
Ashley M. Chappel ◽  
Lisa P. Bateman
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

The Relationship Between Academic Self-Efficacy and Academic-Related Boredom

2016 ◽  
Vol 49 (2) ◽  
pp. 254-267
Author(s):  
Yangyang Liu ◽  
Zuhong Lu
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Amine Oxidase ◽  
School Students ◽  
Repeat Allele ◽  
Maoa Gene ◽  
Chinese High School Students ◽  
The Relationship ◽  
Academic Self Efficacy

The present study sought to examine the relationship between Chinese high school students’ academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amine-oxidase type A ( MAOA) gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we measured their academic self-efficacy and academic-related boredom from Grades 10 to 12. In addition, we collected their DNA. Data were analyzed by using a linear mixture model. The results indicated that students’ academic self-efficacy negatively predicted their academic-related boredom. The relationship between academic self-efficacy and academic-related boredom was more reliable for students with the 3-repeat allele than for the students with the 4-repeat allele. The findings suggested that the functional polymorphism of MAOA gene moderated the relationship between academic self-efficacy and academic-related boredom.

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