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

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.