Investigating the Factors Influencing the Student-Professor Relationship and Its Association with Academic Self-Efficacy among Medical Students in 2025

Authors

  • Hamidian M Clinical Research Development Unit of Amir Al-Momenin Hospital, Zabol University of Medical Sciences, Zabol, Iran & Student Research Committee, Faculty of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran
  • Mazidimoradi A Shiraz University of Medical Sciences, Shiraz, Iran
  • Jor A Clinical Research Development Unit of Amir Al-Momenin Hospital, Zabol University of Medical Sciences, Zabol, Iran
  • Hamidian Kh Department of Industrial Pharmacy, School of Pharmacy, Zabol University of Medical Sciences, Zabol, Iran.
  • Shahraki T MSc Student in Midwifery Counseling, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran
  • Gazmeh H Clinical Research Development Unit of Amir Al-Momenin Hospital, Zabol University of Medical Sciences, Zabol, Iran
  • Ramezani Siah Khalk F Gilan University of Medical Sciences, Gilan, Iran.
  • Arefnezhad M Clinical Research Development Unit of Amir Al-Momenin Hospital, Zabol University of Medical Sciences, Zabol, Iran
  • Shahabinia Z Birjand University of Medical Sciences, Birjand, Iran

DOI:

https://doi.org/10.18502/jmed.v21i2.22826

Keywords:

Student-professor relationship, Academic self-efficacy, Students, Medical sciences.

Abstract

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 science students in Zabol in 2025.

Method: This descriptive-analytical cross-sectional study was conducted in 2025 (Ethic Code: IR.ZBMU.REC.1404.036). A total of 230 students from Zabol University of Medical Sciensces were selected via stratified sampling. Data were collected using a three-part questionnaire comprising demographic information, the professor- student relationship scale, and the Academic Performance Questionnaire. Data analysis was performed using SPSS software (version 18) through independent samples t-test, one-way ANOVA, and Pearson correlation coefficient at 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.

Published

2026-09-28

Issue

Volume (21) issue (2)

Section

Articles