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September 19, 2025International Journal of Research and Innovation in Applied Science

Student-Teacher Relationship as a Mediator for Attitudes Toward Science and Self-Regulated Learning

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Authors

EMEmpdel Love E. MauringMAMichelle Y. AcledanUniversity of Mindanao

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Implication

Observational analysis reveals that positive student-teacher relationships boost attitudes toward science and self-regulated learning.

Key Points

  • Positive student-teacher relationships strengthen the link between attitudes toward science and self-regulated learning, improving students' learning outcomes.
  • Students demonstrated strong self-regulated learning behaviors, particularly in managing their engagement with science-related subjects.
  • Path analysis indicated that teacher support enhances students' abilities to regulate their own learning, making a significant difference in their academic success.
  • Fostering supportive relationships in classrooms is essential for increasing interest in science and improving overall educational experiences for students.

Cite This Study

Mauring et al. (2025) studied this question.

synapsesocial.com/papers/68d43804713b0b5dfea77fcchttps://doi.org/10.51584/ijrias.2025.100800100
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1The Mediating Effect of Student Teacher Relationship on the Student Engagement and Science Motivation2025 · 1 citations
  2. 2Impact of the Teacher-Student Relationship on Students’ Academic Achievement at Secondary School Level2025 · 1 citations
  3. 3Self-Directed Learning and its Impact on Students' Attitude towards Learning2025
  4. 4The Relationship between Teachers' Teaching Style Perceptions and Learning Motivation on Science Learning Outcomes2025
  5. 5Investigating the Relationship Between Secondary School Students' Attitudes Toward Science and Their Classroom Engagement2025 · 1 citations