Background Science and math self-efficacy in high school can encourage students to choose science and math-related majors and thus cultivate relevant talent. The importance of science and math self-efficacy in academic performance and science and math-related career choices is well-documented. Despite numerous studies on various factors related to adolescents' science and math self-efficacy, little empirical research has examined the effects of perceived teacher support on science and math self-efficacy among adolescents.
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Chen et al. (2024) studied this question.
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