Volume 21, Issue 2 (Summer 2026)
jmed 2026, 21(2): 1564-1577 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hamidian M, Mazidimoradi َ, Jor A, Hamidian K, Shahraki T, Gazmeh H, et al . Investigating the Factors Influencing the Student-Professor Relationship and Its Association with Academic Self-Efficacy among Medical Students in 2025. jmed 2026; 21 (2) :1564-1577
URL: http://jmed.ssu.ac.ir/article-1-1615-en.html
URL: http://jmed.ssu.ac.ir/article-1-1615-en.html
M Hamidian 
, َA Mazidimoradi , A Jor , Kh Hamidian , T Shahraki , H Gazmeh , F Ramezani Siah Khalk , M Arefnezhad , Z Shahabinia *
, َA Mazidimoradi , A Jor , Kh Hamidian , T Shahraki , H Gazmeh , F Ramezani Siah Khalk , M Arefnezhad , Z Shahabinia *
Birjand University of Medical Sciences, Birjand, Iran
Abstract: (21 Views)
Introduction: Communication is the cornerstone of individuals' social lives, and communication skills constitute a vital strategy for success and a significant component of faculty members' activities. This study examined the factors influencing the student-faculty relationship and its association with academic self-efficacy among medical sciences students in Zabol in 2025.
Methods: This descriptive-analytical cross-sectional study was conducted in 2025 (Ethics Code: IR.ZBMU.REC.1404.036). A total of 230 students from Zabol University of Medical Sciences were selected via stratified sampling. Data were collected using a three-part questionnaire comprising demographic information, the professor-student relationship scale, and the Academic Self-Efficacy Questionnaire. Data analysis was performed using SPSS software (version 18) through independent samples t-test, one-way ANOVA, and Pearson correlation coefficient at a significance level of <0.05.
Results: The mean scores for the student-professor relationship (135.78 ± 20.10) and academic self-efficacy (109.03 ± 16.83) were calculated. Pearson correlation analysis revealed a significant positive relationship between these two variables (r = 0.358, p < 0.001). The most influential factors in the relationship were faculty members' articulation skills and scientific mastery. Demographic variables did not significantly affect the quality of the student-faculty relationship (p > 0.05).
Conclusion: The findings indicate that the quality of the student-professor relationship plays a key role in various dimensions of students' capabilities, including academic self-efficacy, independent of individual characteristics. Consequently, relational factors can be considered a universal and cost-effective strategy for enhancing students' multidimensional competencies.
Methods: This descriptive-analytical cross-sectional study was conducted in 2025 (Ethics Code: IR.ZBMU.REC.1404.036). A total of 230 students from Zabol University of Medical Sciences were selected via stratified sampling. Data were collected using a three-part questionnaire comprising demographic information, the professor-student relationship scale, and the Academic Self-Efficacy Questionnaire. Data analysis was performed using SPSS software (version 18) through independent samples t-test, one-way ANOVA, and Pearson correlation coefficient at a significance level of <0.05.
Results: The mean scores for the student-professor relationship (135.78 ± 20.10) and academic self-efficacy (109.03 ± 16.83) were calculated. Pearson correlation analysis revealed a significant positive relationship between these two variables (r = 0.358, p < 0.001). The most influential factors in the relationship were faculty members' articulation skills and scientific mastery. Demographic variables did not significantly affect the quality of the student-faculty relationship (p > 0.05).
Conclusion: The findings indicate that the quality of the student-professor relationship plays a key role in various dimensions of students' capabilities, including academic self-efficacy, independent of individual characteristics. Consequently, relational factors can be considered a universal and cost-effective strategy for enhancing students' multidimensional competencies.
Type of Study: Research |
Subject:
Medical Education
Received: 2026/02/23 | Accepted: 2026/07/25 | Published: 2026/09/28
Received: 2026/02/23 | Accepted: 2026/07/25 | Published: 2026/09/28
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
