Perceived teacher support and students' physics self-efficacy : the mediating role of learning motivation and the serial role of physics anxiety

Abstract

Students' self-efficacy in learning physics is strongly shaped by their level of physics self-efficacy, which contributes to persistence and academic success. Although perceived teacher support, learning motivation, and physics anxiety have been widely associated with students' academic outcomes, limited research has examined how these factors interact to explain physics self-efficacy. The present study examined whether learning motivation and physics anxiety function as intermediary mechanisms linking perceived teacher support to students' physics self-efficacy. A quantitative cross-sectional survey was conducted involving 1.346 students from six public senior high schools in the Special Region of Yogyakarta, Indonesia. Data were gathered using the Perceived Teacher Support Scale (PTSS), Physics Motivation Questionnaire II (PMQ-II), Physics Anxiety Rating Scale (PARS), and Physics Self-Efficacy Scale, and analyzed using the Rasch measurement model and PROCESS Macro Model 6. Results indicated that students generally reported strong teacher support, high motivation to learn, and positive levels of physics self-efficacy, while physics anxiety was at a moderate level. The relationship between teacher support and physics self-efficacy was found to operate partly through students' learning motivation. Furthermore, a sequential mediation pathway emerged, indicating that students who perceived greater support from their teachers tended to demonstrate stronger motivation, experience lower levels of physics anxiety, and ultimately report higher levels of physics self-efficacy. The results underscore the value of fostering positive interactions between teachers and students within the physics classroom in strengthening students' confidence in physics through both motivational and emotional pathways. The study offers insights for educators seeking to cultivate learning environments that encourage motivation, reduce anxiety, and enhance students' self-efficacy in physics learning.