The Relationship Between The Teacher's Perceived Support And Academic Progress With An Emphasis On Self-Efficacy And Academic Optimism

The aim of this study was to investigate the causal model of academic motivation based on perceived teacher support and academic optimism, the mediating role of academic self-efficacy and the effectiveness of the educational program derived from the model on students' academic involvement. As the results showed, the level of motivation for academic achievement, perceived teacher support, academic optimism, academic self-efficacy and academic involvement of girls was slightly higher than boys, but this difference was not statistically significant. Also from the students' point of view, the teacher's perceived support for the motivation for progress and academic self-efficacy; Academic optimism affects the motivation for progress and academic self-efficacy affects students' academic motivation. Among these, the most effective variable is the perceived teacher support variable related to academic self-efficacy with beta coefficient (0.46); Academic optimism was related to academic motivation with beta coefficient (0.60) and academic self-efficacy was related to academic motivation with beta coefficient (0.39)ivation with beta coefficient (0.39).