Student-Teacher Relationship as a Mediator for Attitudes Toward Science and Self-Regulated Learning

This study explored how student-teacher relationships influence the connection between students’ attitudes toward science and their self-regulated learning (SRL) behaviors in Maramag II District, Bukidnon, Philippines. The research involved 363 junior high school students who completed surveys measuring their attitudes toward science, SRL, and the quality of their relationships with teachers. The findings showed that students generally had a positive attitude toward science, particularly in motivation and perceived usefulness, and were engaged in strong SRL behaviors. However, their interest in pursuing science-related careers was more moderate. The study also found that positive student-teacher relationships played a key role in strengthening the link between attitudes toward science and self-regulated learning. The path analysis revealed that teacher support helped improve students’ ability to manage their learning, especially in science. These results emphasize the importance of fostering supportive teacher-student relationships to not only boost students’ interest in science but also enhance their learning behaviors. This study contributes to the field of educational institutions by highlighting the critical role of teacher support in improving students’ academic success, particularly in science education.