Introduction and goal: The present study aimed to investigate the mediating role of teacher emotional support in the relationship between academic self-efficacy and achievement motivation among female high school students in Nurabad Mamasani.
Research methodology: This was a descriptive-correlational study. The statistical population consisted of all female secondary school students in this county (N=2620). Based on the Morgan table, 335 students were selected as the sample using a multistage cluster sampling method. Data were collected using standard questionnaires: the Jinks and Morgan (1999) Academic Self-Efficacy Scale, the Sakiz (2007) Teacher Emotional Support Scale, and the Hermans (1970) Achievement Motivation Questionnaire. The face and content validity of these instruments were confirmed by experts. Cronbach’s alpha coefficients for achievement motivation (0.792), academic self-efficacy (0.817), and teacher emotional support (0.776) indicated high reliability. Data were analyzed using SPSS and Amos software, applying Pearson correlation and path analysis.
Findings: The results showed a significant positive relationship between academic self-efficacy, teacher emotional support, and achievement motivation. Furthermore, path analysis confirmed that teacher emotional support significantly mediates the relationship between academic self-efficacy and students’ achievement motivation.
Conclusion:. The findings suggest that strengthening students’ self-efficacy beliefs, coupled with a supportive and emotional approach by teachers, provides a foundation for enhancing students’ enthusiasm and motivation to achieve academic progress and long-term educational goals in the Mamasani region.