Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 4 (2026)

Examining the Predictive Role of Teacher Support Typologies on Students’ Research Self-Efficacy: An Integrated Theoretical Perspective

Merino A. Bantasan | Maria Fatima B. Ligtinen

Discipline: Education

 

Abstract:

Studies show that social support enhances students’ beliefs in their ability to perform research tasks; however, most prior research has focused on graduate and postgraduate students and examined support in general, limiting understanding of how multiple types of social support interact to shape secondary students’ research self-efficacy. Guided by Tardy’s Social Support Framework and Bandura’s Self-Efficacy Theory, this study investigated the predictive effects of informational, appraisal, emotional, and instrumental support on students’ research self-efficacy. A quantitative-predictive research design was employed, with 350 secondary students from Baguio City, Philippines, completing validated instruments measuring perceived teacher support and research self-efficacy. Binary logistic regression revealed that all four support types significantly increased the odds of students reporting high research self-efficacy, with informational support showing the strongest effect, followed by appraisal, instrumental, and emotional support. These findings underscore the multifaceted role of teacher support in enhancing students’ research competence, highlighting the importance of clear guidance, constructive feedback, emotional reassurance, and practical resources. The study suggests that interventions targeting all four support dimensions can substantially strengthen students’ self-efficacy in conducting research tasks.



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