The Relationship of Between the Professor Teaching with Students' Research Self-Efficacy and Self-Directed Learning

Nowadays, successful academic and institutional learning depends on the update knowledge and skill and learners' self-directedness. Self-directed learning has been a key subject in higher educational systems. Self-directed learning which is originated from adult's training depends on some other variables such as professor teaching effectiveness and research self-efficacy. Thus, the current research aimed to investigate the relationship between the effectiveness of professor teaching with students' research self-efficacy and self-directed learning. The method was descriptive-correlation.The statistical sample included all Uremia University students (6500) in the academic year of 2014-2015. 293 students were selected as the sample by proportional stratified sampling and according to the Morgan table. Three standard questionnaire of teaching effectiveness (Safari, 2011), research self-efficacy (Bischek et.al 1996) and self-directed learning (Fischer and King, 2010) were the research tools which their validity and stability was confirmed.  Data were analyzed by structural equation modeling. The findings showed that there's a significant and positive relationship between the effectiveness of professor teaching and students' research self-efficacy and self-directed learning. In addition, research self-efficacy is the mediator in the relationship between effectiveness of professor teaching and self-directed learning.