The purpose of the study was to investigate the effect of middle school students' teacher attachment on their self-adjustive efficacy and to examine the mediating effect of amotivation and intrinsic motivation.
The participants in the study were 222 ...
The purpose of the study was to investigate the effect of middle school students' teacher attachment on their self-adjustive efficacy and to examine the mediating effect of amotivation and intrinsic motivation.
The participants in the study were 222 students of the K middle Schools in Daegu. They were surveyed about the level of teacher attachment, self-efficacy, and motivation for learning. The collected data were analyzed through structural equation modeling and the significance of each pathway was verified by bootstrapping analysis.
The results of the study are as follows. First, Teacher attachment of middle school students had not direct impacts on their self-adjustive efficacy, but it had indirect impacts on their self-adjustive efficacy by motivation. Second, Teacher attachment of middle school students had indirect effects on their self-adjustive efficacy through intrinsic motivation. Third, teacher attachment reduces amotivation and amotivation indirectly influences self-adjustive efficacy through intrinsic motivation.
Therefore, the study is meaningful in that the attachment formation based on the trust between students and teachers confirmed the path that influences self-adjustive efficacy of students through amotivation and intrinsic motivation.