Enhancing Academic Self-Efficacy among Chinese College Students: The Critical Impact of Teacher Support and Care

Self-efficacy pertains to an individual's belief in their capabilities to accomplish tasks or achieve specific goals. In the context of academics, it reflects a student's confidence in in and assessment of their ability to successfully complete academic tasks, pass exams, and achieve academic goals. Studies have indicated that students with greater academic self-efficacy tend to perform better and are more resilient when facing academic problems. This study examines how students' perceptions of teacher support and care on their academic self-efficacy. A total of 667 university students from China participated, and after the screening, 600 valid questionnaire responses were obtained and analyzed using Pearson's correlation and linear regression analyses using IBM SPSS and AMOS software. The results, derived from Structural Equation Modeling (SEM), revealed a strong correlation between perceived teacher support, care, and student's academic self-efficacy. Highlighting the significant impact of teacher involvement in fostering students' confidence in their academic abilities.