The Effect of Autonomy-Supported Family Behaviors on Pre-service Teachers' Perception of Responsibility: The Mediating Roles of Secure Attachment and Perceived Self-Efficacy

Background & Aim There is a lack of understading of how autonomy supported behaviours of parents affect responsibilities among pre-service teachers. Therefore, it is aimed to clarify the mediating roles of secure attachement and self- efficacy between autonomy supported bahviour and responsibility. Methods In this study, Helicopter Parenting and Autonomy Supportive Behaviors, Three Dimensional Attachment Style Scale, Perceived Empathic and Social Self-Efficacy Scale and Responsibility Questionnaire were used to investigate 517 pre-service teachers in a state university in southeastern part of Türkiye. We adopted Pearson’s correlation anlaysis and Process Macro (Model 81) for regression analysis to figure out the relationships among autonomy supported behaviour, secure attachement, perceived emphatic self- efficacy, perceived social self- efficacy and responsibility. Results We found out that autonomy supported behaviour affects responsibility indirectly with the mediating roles of secure attachment, perceived emphatic self- efficacy and perceived social self- efficacy. Conclusions According to the results of the study, there is an indirect relationship between autonomy supported behaviour and responsibility. It is emphasized that if autonomy supported behavior is promoted, responsibility improves, too. Besides, it shows the predictive effect of secure attachment and self- efficacy. It is emphasized to support secure attachment and self- efficacy. This study has a significance on determining effects of their parents’ behaviour for pre-service teachers’ responsibilities.