IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v13y2023i3p21582440231194408.html
   My bibliography  Save this article

The Role of Student-Teacher Relation on Science Self-Efficacy and Science Anxiety in Face-to-Face and Distance Education

Author

Listed:
  • Namudar Ä°zzet KurbanoÄŸlu
  • Zeynep DemirtaÅŸ
  • Abdulbari Batur

Abstract

This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science self-efficacy (SSE), and science anxiety (SA) questionnaires were administered in both face-to-face and distance education. Gathered quantitative data were analyzed using descriptive statistics, Pearson moment correlation, and a one-sample t -test. The results show that the mean scores of the STR and SSE in face-to-face education are higher than in distance education. The Pearson moment correlation analysis indicates that STR has a significant and positive association with SSE, and a significant negative association with SA, in face-to-face and distance education. In addition, the one-sample t -test found statistically significant differences between the mean scores of the STR and SSE in face-to-face and distance education. This difference is in favor of face-to-face education. Furthermore, the mean scores of SA in distance education are significantly higher than in face-to-face education.

Suggested Citation

  • Namudar Ä°zzet KurbanoÄŸlu & Zeynep DemirtaÅŸ & Abdulbari Batur, 2023. "The Role of Student-Teacher Relation on Science Self-Efficacy and Science Anxiety in Face-to-Face and Distance Education," SAGE Open, , vol. 13(3), pages 21582440231, August.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:3:p:21582440231194408
    DOI: 10.1177/21582440231194408
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440231194408
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440231194408?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:13:y:2023:i:3:p:21582440231194408. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.