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

The Effect of Autonomy-Supported Family Behaviors on Pre-service Teachers' Perception of Responsibility: The Mediating Roles of Secure Attachment and Perceived Self-Efficacy | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effect of Autonomy-Supported Family Behaviors on Pre-service Teachers' Perception of Responsibility: The Mediating Roles of Secure Attachment and Perceived Self-Efficacy Azmi Türkan, Özlem Ören, Mehtap SARAÇOĞLU This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7894189/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract 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. Autonomy support Secure attachment Self- efficacy Responsibility Figures Figure 1 Figure 2 Introduction The family is one of the most important factors in an individual's development. For an individual, the family is the first social and educational environment encountered. The situations and attitudes an individual encounters in the family environment can determine their future life, personality, academic success, and influence their social relationships [ 23 , 49 , 62 ]. Positive conditions in which an individual lives positively affect their development, while negative environmental conditions can negatively affect the individual [ 60 ]. The family is the first teacher of the individual, forming the environment in which they live and explaining the outside world to them [ 17 ]. The family influences an individual's life academically [ 45 ]; psychologically [ 59 ]; socially [ 51 ]; and morally [ 50 ]. Parents' attitudes within the family are important in shaping the family climate and relationships. Different classifications are made regarding parental attitudes within the family, and these classifications vary according to the parents' role in the family, their behavior, and their attitudes towards their children [ 11 ]. To determine parents' attitudes within the family, a classification system was developed including three different parenting styles: democratic, permissive, and authoritarian [ 9 ]. In authoritarian parenting, the family expects the child to comply with its demands, which hinders the development of the child's autonomy. Democratic and permissive parenting styles are said to contribute to the development of autonomy [ 10 ]. Autonomous individuals are able to take responsibility for the consequences of their own behavior and accept their own integrity [ 21 ]. In addition to existing parenting classifications, a new type of parenting called helicopter parenting has emerged with the changing social structures of today [ 54 ]. Helicopter parenting is a type of parenting that excessively interferes in children's lives and attempts to control their every move [ 19 ]. Helicopter parenting is a type of parenting that prevents individuals from becoming independent and developing self-efficacy [ 38 , 71 ]. Therefore, it differs from autonomy-supportive parenting styles [ 41 ]. An autonomous individual is someone who possesses a deep sense of self, makes their own decisions, and accepts responsibility [ 58 ]. For this reason, autonomy is important and influences the individual's attachment style. Attachment is crucial for an individual's development and determines the structure of their relationships within social life. The type of relationship and experiences a child receives from their family during infancy shapes their future relationships and experiences with themselves and their environment. The individual's personality and the quality of the relationships they will form throughout their life vary depending on the type of attachment [ 14 , 63 ]. Attachment is formed when the individual encounters a loving relationship and understands how to maintain closeness and behavior in that relationship. Attachment exist in every individual, but its value varies from person to person. It is formed as a result of a lasting relationship between the roles of the mother, father, and child [ 13 ]. Each individual forms attachments, and the type of attachment varies depending on their experiences. There are four different attachment styles: secure, avoidant, anxious, and fearful [ 8 ]. Each attachment style has distinct characteristics [ 32 ]. Secure attachment, one of the attachment styles, is linked to maternal sensitivity. It has been observed that babies of sensitive mothers form secure attachments, while babies of less sensitive mothers form insecure attachments [ 13 ]. Securely attached individuals possess many characteristics that are expected as a result of living stress-free and comfortably. In secure attachment, the individual explores the world as they wish without experiencing stress from their family or being under their influence, and always receives support, protection, and comfort [ 39 ]. Securely attached individuals adapt easily to everything and develop emotional regulation skills [ 43 ]. In securely attached individuals, self-control [ 57 ], independence [ 5 ] and responsibility [ 73 ] can develop, and self-confidence also increases [ 53 , 55 ]. Self-confidence is a trait that everyone should possess. Individuals with high self-confidence become more active in their social environment and interact with other people [ 52 ]. As a result of this sociability, the individual takes responsibility for the consequences of their actions and accepts the responsibility for the results [ 15 ]. Another factor affected by secure attachment is the individual's self-efficacy. Self-efficacy refers to an individual's beliefs about their own capacity to handle situations that affect their life. The perception of self-efficacy influences how individuals feel, think, motivate themselves, and behave [ 7 ]. Self-efficacy develops helping behavior [ 26 ], psychological resilience [ 25 ], and empathy skills [ 40 ]. Perceived self-efficacy, one type of self-efficacy, is a person's ability to understand others' feelings, empathize with their perspectives, and act by considering the consequences of their actions [ 77 ]. Perceived empathic self-efficacy is the individual's ability to understand other people's feelings and concerns and respond to them [ 65 , 30 ]. Empathic self-efficacy increases relationship quality [ 20 ] and interpersonal interaction [ 34 ]. In addition to empathic self-efficacy, individuals' social self-efficacy is also important. Social self-efficacy is the awareness of the abilities necessary for an individual to maintain social relationships and the ability to live with other people in social environments [ 7 ]. In other words, social self-efficacy is seen as an individual's belief in their ability to establish and maintain good social interactions with other people [ 46 ]. Social self-efficacy ensures that individuals are psychologically well [ 24 ] and develops their perception of social support [ 1 ]. Individuals with high self-efficacy perceptions act independently and have confidence in themselves. As a result of this confidence, their ability to take responsibility is seen to develop [ 19 , 42 , 67 ]. Present Study Although it is thought that there may be a relationship between autonomy-supportive family behaviors, secure attachment, perceived self-efficacy, and responsibility variables in prservice teachers, the direction and nature of this relationship are unclear. Within the scope of this research, the theoretical model established in Fig. 1 has been brought to the fore. Based on the theoretical framework developed, the aim of this study is to examine the mediating effect of secure attachment and perceived self-efficacy (empathic and social) on the influence of autonomy-supportive behaviors on responsibility. In this regard, the following research hypotheses have been determined: H1. Autonomy-supportive family behaviors are positively related to teacher candidates' perception of responsibility. H2. Secure attachment mediates the relationship between autonomy-supportive family behaviors and responsibility. H3. Perceived self-efficacy (empathic and social dimensions) mediates the relationship between autonomy-supportive family behaviors and responsibility. H4. Secure attachment plays a chained mediating role in the effect of autonomy-supportive family behaviors on responsibility by influencing teacher candidates' perceived self-efficacy. Method Participants, Research Design and Process This study employed a relational model as it aimed to examine the effect of autonomy-supportive family behaviors on pre-service teachers' sense of responsibility and the mediating roles of secure attachment, perceived social self-efficacy, and perceived empathic self-efficacy in this relationship. The research was conducted between September 30, 2024, and December 14, 2024, and was applied pre-service teachers in Türkiye. Participants were selected using simple random sampling, and the following criteria were considered for participation in the study: (1) Being a pre-service teacher, (2) voluntarily participating in the research, and (3) completing the form in full. The exclusion criteria were: (1) not being a pre-service teacher, (2) filling out the scales incompletely or carelessly, and (3) not being a volunteer. Data was collected from a total of 524 individuals for the study, but 7 incomplete or carelessly filled-out responses were discarded, leaving 517 responses for analysis. Of the participants, 74.7% were female and 25.3% were male. The participants' fathers' occupations are [civil servant (16.4%), worker (13.7%), tradesman (9.5%), retired (25.3%), freelance (16.6%), unemployed (7.5%), and other (10.8%)], and their mothers' occupations [housewife (94.8%), civil servant (1.9%), worker (0.6%), retired (1.4%), and other (1.4%)] are different distributed. Data was collected via online forms during the study. In order to collect the data, researchers worked alongside participants, providing explanations which is necessary to ensure that the data was collected accurately. Participants were included in the study by using the Google Forms link sent to them: https://docs.google.com/forms/d/1py0s-T33hwxiVrue0D8pL4dea28CZiY3msVANHmh1g4/ . During the data collection process, the purpose of the study was explained to the participants, and their informed consent was obtained. Participation was entirely voluntarily, and participants had the right to withdraw from the study at any time they desire. Measuring Tools In the study, it was utilized the following psychometric scales: “Helicopter Parenting and Autonomy Supportive Behaviors,” “Three Dimensional Attachment Style Scale,” “Perceived Empathic and Social Self-Efficacy,” and “Responsibility Questionnaire.” Helicopter Parenting and Autonomy Supportive Behaviors The scale developed by Schiffrin et al. (2014) and adapted into Turkish by Çok et al. (2022) was used for the study. The scale consists of 15 items grouped under the dimensions of Helicopter Parenting (9 items) and Autonomy Supportive Behaviors (6 items). The scale is a 6-point Likert scale ranging from 1: strongly disagree to 6: strongly agree. The reliability coefficients in the original development study of the scale were .77 and .71 for the dimensions, respectively [ 56 ], while in the Turkish adaptation study, they were .80 and .80, respectively [ 18 ]. In this study, the Cronbach's alpha coefficient was determined to be .80 and .83, respectively. A total score cannot be obtained from the items in the scale. A high score obtained for each dimension indicates a high level of family attitude related to that dimension. Three Dimensional Attachment Style Scale The scale developed by Erzen (2016) consists of 18 items. The scale items are grouped under the sub-dimensions of Secure attachment style (5 items), Avoidant attachment style (7 items), and Anxious-ambivalent attachment style (6 items). The scale is a 5-point Likert scale ranging from 1: strongly disagree to 5: strongly agree. The reliability coefficient in the original development study of the scale was .80, .69, and .71 [ 27 ] for the dimensions, respectively, and the Cronbach's alpha coefficient for this study was found to be .60, .77, and .81, respectively. A high score obtained for each dimension indicates a high attachment style related to that dimension. Perceived Empathic and Social Self-Efficacy The scale developed by Di Giunta et al. (2010) and adapted into Turkish by Akın and Başören (2015) was used. The scale consists of 11 items grouped under the dimensions of Perceived Empathic Self-Efficacy (6 items) and Perceived Social Self-Efficacy (5 items). The scale is a 5-point Likert scale ranging from 1: not at all appropriate to 5: completely appropriate. The reliability coefficient of the scale ranged from .66 to .81 in studies conducted in different countries (Italy, America, and Bolivia) during the original development of the scale [ 24 ], and in the Turkish adaptation study, it was .78 and .80 for the dimensions, respectively [ 2 ]. In this study, the Cronbach's alpha coefficient was determined to be .87 and .77, respectively. A total score cannot be obtained from the items in the scale. A high score obtained for each dimension indicates high self-efficacy related to that dimension. Responsibility Questionnaire The scale developed Arslan & Wong (2022) consists of 8 items. The scale items are grouped under the sub-dimensions of Personal responsibility (4 items) and Social responsibility (4 items). The scale is a 5-point Likert scale ranging from 1: Strongly Disagree to 5: Strongly Agree. The reliability coefficient in the original development study of the scale ranged from .86 to .94 [ 6 ], and for this study, the Cronbach's alpha coefficient was determined to be .72 and .78 for the dimensions, respectively, and .84 for the total score. The scale reflects the total score related to overall responsibility. A high score obtained for each dimension indicates a high level of responsibility for that dimension. Ethical Approval and Participant Rights Ethical guidelines were strictly observed in this study, participant confidentiality was maintained, and participation in the study was entirely voluntary. Informed consent forms were obtained from participants. The study was conducted in accordance with the 1964 Declaration of Helsinki and relevant ethical principles. Data Analysis SPSS 27 and Process Macro (v4.2) were used in the analysis of the data. Descriptive analyses were performed, and Pearson correlation analysis was conducted to determine the relationship between autonomy-supportive family behaviors, secure attachment, perceived social self-efficacy, perceived empathic self-efficacy, and level of responsibility. Hayes' Process Macro (Model 81) was used to examine the mediating roles in the relationship between variables. To evaluate indirect mediating effects, 95% confidence intervals were calculated using the bias-corrected percentile method with 5000 bootstrap samples [ 31 ]. Two-tailed tests were applied in all statistical analyses, and p < 0.01 and < 0.001 were accepted as the statistical significance criterion. Descriptive and correlational analyses of the data are presented in Table 1 . Table 1 Descriptive and correlational analyses of variables 1 2 3 4 5 1. Autonomy Supportive Behaviors - 2. Secure attachment style .38 ** - 3. Perceived Empathic Self-Efficacy .30 ** .48 ** - 4. Perceived Social Self-Efficacy .35 ** .45 ** .56 - 5. Responsibility .31 ** .52 ** .59 .60 - x̄± S.d 4.21 ± 1.16 4.03 ± .63 4.11 ± .64 4.11 ± .65 4.16 ± .59 Skewness(s) − .46 − .58 − .23 − .39 − .34 Kurtosis(k) − .31 .29 − .75 − .44 − .81 **p < .01 The Skewness and Kurtosis values for the variables in the study ranged from − .81 to .29, and the arithmetic means for the variables were found to be normally distributed [ 64 ]. Furthermore, the arithmetic means and standard deviations were determined as follows: Autonomy Supportive Behaviors 4.21 ± 1.16, Secure attachment style 4.03 ± .63, Perceived Empathic Self-Efficacy 4.11 ± .64, Perceived Social Self-Efficacy 4.11 ± .65, and Responsibility 4.16 ± .59. The Pearson Correlation analysis conducted as part of the research revealed a significant relationship at the .01 level among all variables. Positive correlations were found between Autonomy Supportive Behaviors and Secure attachment style (r = .38), Perceived Empathic Self-Efficacy (r = .30), Perceived Social Self-Efficacy (r = .35), and Responsibility (r = .31). Positive correlations were also found between Secure Attachment Style and Perceived Empathic Self-Efficacy (r = .48), Perceived Social Self-Efficacy (r = .45), and Responsibility (r = .52). Similarly, a positive relationship was found between Perceived Empathic Self-Efficacy and Perceived Social Self-Efficacy (r = .56), and Responsibility (r = .59), and between Perceived Social Self-Efficacy and Responsibility (r = .60). Results Within the scope of the research, the direct and indirect results of the regression analyses conducted on the variables within the scope of the mediating variables are presented in Fig. 2 and Table 2 . *indirect effect; **p < .01, ***p < .001 Table 2 Findings regarding standardized direct and indirect effects %95 BCI Variables Path Effect S.E Lower Upper Total effect ASB →R .160 .021 .118 .202 Direct effect ASB →R .014 .018 − .021 .049 Ind1 ASB →SAS→R .044 .011 .026 .067 Ind2 ASB →PES→R .020 .008 .005 .036 Ind3 ASB →PSS→R .035 .009 .019 .055 Ind4 ASB→SAS →PES→R .023 .005 .014 .034 Ind5 ASB→SAS →PSS→R .024 .005 .014 .035 Total indirect effect - .146 .017 .114 .180 ASB: Autonomy Supportive Behaviors; SAS: Secure Attachment Style PES: Perceived Empathic Self-Efficacy; PSS: Perceived Social Self-Efficacy; R: Responsibility Considering the research findings, an autonomy-supportive family attitude positively predicts perceived empathic self-efficacy (β = .13; p < .01), perceived social self-efficacy (β = .21; p < .001), and secure attachment style (β = .38; p < .001). Secure attachment style positively predicts perceived empathic self-efficacy (β = .43; p < .001), perceived social self-efficacy (β = .37; p < .001), and responsibility (β = .23; p < .001). Furthermore, perceived empathic self-efficacy positively predicts responsibility (β = .28; p < .001) and perceived social self-efficacy positively predicts responsibility (β = .33; p < .001). While autonomy-supportive behaviors do not directly predict responsibility in a meaningful way (β = .03; p = .442), it was found that they indirectly predict it in a meaningful way through mediating variables (β = .31; p < .001). When examining the standardized direct and indirect effects in Table 2 , the total effect coefficient between autonomy-supportive family behaviors and responsibility was found to be .160 (95% CI, .118; .202). Since this confidence interval did not include the value “0,” it was found to be statistically significant. Furthermore, the direct effect coefficient between autonomy-supportive family behaviors and responsibility was found to be .014 (95% CI, − .021; .049), and since this confidence interval included the value “0,” it was not statistically significant. In addition, five different pathways were examined. First, it was determined that the effect coefficient between autonomy-supportive family behaviors and responsibility via secure attachment style was .044 (95% CI, .026; .067) and statistically significant. In the next path, it was determined that the effect coefficient between autonomy-supportive family behaviors and responsibility via perceived empathic self-efficacy was .020 (95% CI, .005; .036) and was statistically significant. The effect coefficient between autonomy-supportive family behaviors and responsibility via perceived social self-efficacy was found to be .035 (95% CBI, .019; .055) and statistically significant. Another way was identified: the effect coefficient was .023 (95% CI, .014; .034) and statistically significant, mediated by perceived empathic self-efficacy through secure attachment style between autonomy-supportive family behaviors and responsibility. It was determined that the effect coefficient was .024 (95% CI, .014; .035) and statistically significant through social self-efficacy perceived via secure attachment style between autonomy-supportive family behaviors and responsibility. It was found that the indirect effect coefficient between autonomy-supportive family behaviors and responsibility via perceived self-efficacy through secure attachment style was statistically significant at .146 (95% CI, .014; .035). Within this model, it was found that the prediction between variables explained 9.77% of the effect through the mediating variables of secure attachment style and perceived self-efficacy (Fig. 2 ). Discussion This study was conducted using data obtained from 517 teacher candidates. The research aimed to examine the effect of autonomy-supportive family behaviors on pre-service teachers' perception of responsibility and the mediating roles of secure attachment, perceived social self-efficacy, and perceived empathic self-efficacy in this relationship. According to the results, autonomy-supportive family attitudes positively predict perceived empathic self-efficacy, perceived social self-efficacy, and secure attachment style. While autonomy-supportive behaviors do not directly predict responsibility in a meaningful way, it was determined that they indirectly predict it in a meaningful way through mediating variables. Autonomy Supported Family Behaviour and Responsibility The study found that autonomy-supportive family behaviors significantly predicted responsibility indirectly through mediating variables. This finding is supported by studies in the literature indicating that autonomy-supportive behavior affects the sense of responsibility [ 12 , 66 ]. It has been observed that autonomous family behavior increases the responsibility behaviors of independent individuals. In their study, they stated that autonomy-supportive family behavior is a determining variable in an individual's independent learning [ 76 ]. It is stated that individuals who learn independently take responsibility. In families where parental dominance prevails and there is no family environment that supports autonomy, parental behavior suppresses the individual. The individual's sense of self-efficacy fails to develop when suppressed in terms of independence, hindering their ability to take responsibility for important decisions in later years [ 61 ]. In a document analysis study, it was found that anxiety, depression, and stress increased in university students with helicopter parents [ 37 ]. This is one of the factors that prevents individuals from being autonomous. It is possible to say that individuals are not autonomous when making their own decisions. In families where autonomy-supportive parenting behaviors exist, individuals take responsibility for their own life skills and have a say in decisions regarding their own lives. Because parents give their children a voice, the sense of responsibility shifts from the parents to the individual, and as a result, the individual's sense of responsibility increases [ 48 ]. In an autonomy-supportive family, individuals become autonomous in their own learning. The absence of family pressure enables them to become autonomous in sustaining their lives and to take responsibility for the consequences of their own lives [ 72 ]. Autonomy Supported Family Behaviour and Mediating Role of Secure Atachment According to the findings of this research, autonomy-supportive parenting positively predicts secure attachment style in an indirect way. Autonomy-supportive families help securely attached individuals develop good relationships in their own lives [ 4 ]. It has been noted that individuals who are securely attached to their parents have a higher degree of independent decision-making. It is stated that autonomy-supportive parental attitudes are more prevalent in individuals who can make decisions independently [ 68 ]. Autonomy-supportive family behavior influences well-being by increasing the individual's motivation [ 44 ]; it helps individuals make their own decisions [ 69 ] and is a type of parenting that allows them to feel better psychologically [ 70 ]. This type of parenting attitude contributes to the individual's psychological well-being, especially during adolescence and young adulthood, helping them become independent individuals [ 29 ]. It contributes to the individual's identity formation, especially during adolescence and young adulthood, and enables them to make decisions freely rather than under external pressure [ 35 ]. Autonomy-supportive parenting strengthens the individual's self-efficacy and emotional regulation skills while facilitating secure attachment in their social relationships [ 33 ]. Secure attachment is formed by the sense of trust developed by the individual in the early stages of life [ 39 ]. This sense of trust develops self-efficacy and significantly affects psychological well-being in later stages [ 22 ]. Autonomy support in the relationship with parents ensures the individual's psychological well-being, which in turn contributes to their secure attachment [ 75 ]. In this context, secure attachment strengthens the effect of autonomy-supportive family behavior on the individual's belief in psychological well-being and acts as a bridge between them. The Mediating Roles of Secure Atachment and Perceived Self- Efficacy According to the findings of the study, autonomy-supportive family attitudes positively predict secure attachment style, perceived empathic self-efficacy, and perceived social self-efficacy. Family attitudes indirectly predict responsibility through the mediating variables of self-efficacy and secure attachment. It shows that the hypothesis of the study was corrected. Secure attachment plays an important role in psychological well-being. Studies support that secure attachment positively influences the development of self-efficacy [ 28 , 74 , 78 ]. Secure attachment is important in determining an individual's emotional well-being in relation to parental attitudes. Secure attachment in the early stages of an individual's life supports the shaping of their self-efficacy perception in later life [ 47 ]. Securely attached individuals develop healthier strategies in both personal and interpersonal relationships. They experience a more effective process with autonomy-supportive family attitudes [ 36 ]. In this regard, the results obtained in the literature are consistent with the results of this study. In the study conducted, perceived empathic self-efficacy and social self-efficacy were determined as mediating variables between autonomy-supportive family attitudes and responsibility. Secure attachment strengthens the individual emotionally and helps the strengthened individual translate their self-efficacy belief into behavior. There is a strong connection between the level of perceived empathic and social self-efficacy and individuals' understanding of themselves, their skills, and the individuals around them, and behaving appropriately [ 16 ]. Therefore, secure attachment and perceived self-efficacy complement each other and support the individual's psychological well-being [ 24 ]. Individuals whose psychological well-being is supported are also expected to take responsibility for their lives. Conclusion This study presents a chain between autonomy supported behaviours and responsibility with secure attachement style and self-efficacy mediations. The study discovered that autonomy supported behaviour has a positive predictive effect on preservice teachers’ responsibility indirectly. Secure attachement style, perceived emphatic self-efficacy and perceived social self- efficacy has a mediating role for autonomy supported family behaviours among preservice teachers. The data concluded from the search is verified and showed us a model like autonomy support – secure attachment- self-efficacy- responsibility. So, if we want to improve preservice teachers’ self-efficacy and responsibility, families are advised to Show autonomy supported behaviour and support secure attachement. Abbreviations ASB Autonomy Supportive Behaviors SAS Secure Attachment Style PES:Perceived Empathic Self-Efficacy PSS Perceived Social Self-Efficacy R Responsibility Declarations Ethics approval and consent to participate All stages of the research were carried out in accordance with the Declaration of Helsinki. This research was also approved by the Scientific Research and Ethics Review Board of Siirt University (Reference number: 5825). Prior to data collection, each participant was asked to read the form containing information about the study. In addition, each participant accepted a written informed consent form. Consent for publication Not Applicable. Competing Interests The authors declare no competing interests. Funding No funding was received. Author Contribution A.T. contributed 50% to the determination of the study topic and variables, and wrote the method and results sections. Ö.Ö. contributed 40% to the determination of the study topic and variables, and wrote the introduction and discussion sections. M.S. contributed 10% to the determination of the study topic and variables, collected the data and reviewed the research. Acknowledgements We would like to thank all participants Data Availability The data that support the findings of this study are available from the corresponding author upon reasonable request. References Adler-Constantinescu C, Beşu EC, Negovan V. Perceived social support and perceived self-efficacy during adolescence. Procedia-Social Behav Sci. 2013;78:275–9. Akın A, Başören M. Algılanan empatik öz-yeterlik ve sosyal öz-yeterlik ölçeğinin Türkçe formunun geçerlik ve güvenirliği. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 2015;4(2):603–10. Anderson SL, Betz NE. 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Parental autonomy support, parental psychological control and Chinese university students’ behavior regulation: The mediating role of basic psychological needs. Front Psychol. 2022;12:735570. Wright MJ. The secure preschooler: Nurturing creativity with courage, wisdom with responsibility. Can Psychol. 2010;51(4):231–40. Wright SL, Perrone KM. An examination of the role of attachment and efficacy in life satisfaction. Couns Psychol. 2010;38(6):796–823. Yan J, Han ZR, Tang Y, Zhang X. Parental support for autonomy and child depressive symptoms in middle childhood: The mediating role of parent–child attachment. J Child Fam stud. 2017;26(7):1970–8. Zhang H, Whitebread D. Identifying characteristics of parental autonomy support and control in parent–child interactions. Early Child Dev Care. 2021;191(2):307–20. Zhao Y, Niu J, Wang Y, Wang P. (2024). Assessment of the Psychometric Properties of the Perceived Empathic and Social Self-Efficacy Scale in Chinese Adolescents. Psychol Res Behav Manage, 3677–88. Zonash R, Iqbal N. Perceived Parental Attachment Styles Predicting Self-Efficacy in Adolescents. J Behav Sci. 2017;27(1):75–82. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 20 Nov, 2025 Editor assigned by journal 18 Nov, 2025 Editor invited by journal 27 Oct, 2025 Submission checks completed at journal 26 Oct, 2025 First submitted to journal 24 Oct, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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1","display":"","copyAsset":false,"role":"figure","size":31897,"visible":true,"origin":"","legend":"\u003cp\u003eModel of the theoretical framework of the study\u003c/p\u003e","description":"","filename":"floatimage121.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7894189/v1/bf4e3f1ef92f2acf7668694c.jpeg"},{"id":96925319,"identity":"2ef76b85-4582-4dde-b292-c5e4e3af041d","added_by":"auto","created_at":"2025-11-27 14:24:35","extension":"jpeg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":34089,"visible":true,"origin":"","legend":"\u003cp\u003eFindings on relationships between variables in the \u0026nbsp;context of mediating variables\u003c/p\u003e\n\u003cp\u003e*indirect effect; **p\u0026lt;.01, ***p\u0026lt;.001\u003c/p\u003e","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7894189/v1/23429d0cbbd8a15f7b5b765c.jpeg"},{"id":97136481,"identity":"a02f968c-4d23-493f-bf26-9687e8e8b411","added_by":"auto","created_at":"2025-12-01 09:56:39","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":11739265,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7894189/v1/26ace1d6-3563-454d-a3e7-4940f721eb38.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Effect of Autonomy-Supported Family Behaviors on Pre-service Teachers' Perception of Responsibility: The Mediating Roles of Secure Attachment and Perceived Self-Efficacy","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe family is one of the most important factors in an individual's development. For an individual, the family is the first social and educational environment encountered. The situations and attitudes an individual encounters in the family environment can determine their future life, personality, academic success, and influence their social relationships [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e]. Positive conditions in which an individual lives positively affect their development, while negative environmental conditions can negatively affect the individual [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. The family is the first teacher of the individual, forming the environment in which they live and explaining the outside world to them [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe family influences an individual's life academically [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]; psychologically [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]; socially [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]; and morally [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. Parents' attitudes within the family are important in shaping the family climate and relationships. Different classifications are made regarding parental attitudes within the family, and these classifications vary according to the parents' role in the family, their behavior, and their attitudes towards their children [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eTo determine parents' attitudes within the family, a classification system was developed including three different parenting styles: democratic, permissive, and authoritarian [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. In authoritarian parenting, the family expects the child to comply with its demands, which hinders the development of the child's autonomy. Democratic and permissive parenting styles are said to contribute to the development of autonomy [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Autonomous individuals are able to take responsibility for the consequences of their own behavior and accept their own integrity [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. In addition to existing parenting classifications, a new type of parenting called helicopter parenting has emerged with the changing social structures of today [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. Helicopter parenting is a type of parenting that excessively interferes in children's lives and attempts to control their every move [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Helicopter parenting is a type of parenting that prevents individuals from becoming independent and developing self-efficacy [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e]. Therefore, it differs from autonomy-supportive parenting styles [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. An autonomous individual is someone who possesses a deep sense of self, makes their own decisions, and accepts responsibility [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. For this reason, autonomy is important and influences the individual's attachment style.\u003c/p\u003e\u003cp\u003eAttachment is crucial for an individual's development and determines the structure of their relationships within social life. The type of relationship and experiences a child receives from their family during infancy shapes their future relationships and experiences with themselves and their environment. The individual's personality and the quality of the relationships they will form throughout their life vary depending on the type of attachment [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e]. Attachment is formed when the individual encounters a loving relationship and understands how to maintain closeness and behavior in that relationship. Attachment exist in every individual, but its value varies from person to person. It is formed as a result of a lasting relationship between the roles of the mother, father, and child [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eEach individual forms attachments, and the type of attachment varies depending on their experiences. There are four different attachment styles: secure, avoidant, anxious, and fearful [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Each attachment style has distinct characteristics [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Secure attachment, one of the attachment styles, is linked to maternal sensitivity. It has been observed that babies of sensitive mothers form secure attachments, while babies of less sensitive mothers form insecure attachments [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Securely attached individuals possess many characteristics that are expected as a result of living stress-free and comfortably.\u003c/p\u003e\u003cp\u003eIn secure attachment, the individual explores the world as they wish without experiencing stress from their family or being under their influence, and always receives support, protection, and comfort [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Securely attached individuals adapt easily to everything and develop emotional regulation skills [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. In securely attached individuals, self-control [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e], independence [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] and responsibility [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e] can develop, and self-confidence also increases [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. Self-confidence is a trait that everyone should possess. Individuals with high self-confidence become more active in their social environment and interact with other people [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. As a result of this sociability, the individual takes responsibility for the consequences of their actions and accepts the responsibility for the results [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Another factor affected by secure attachment is the individual's self-efficacy.\u003c/p\u003e\u003cp\u003eSelf-efficacy refers to an individual's beliefs about their own capacity to handle situations that affect their life. The perception of self-efficacy influences how individuals feel, think, motivate themselves, and behave [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Self-efficacy develops helping behavior [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], psychological resilience [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], and empathy skills [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Perceived self-efficacy, one type of self-efficacy, is a person's ability to understand others' feelings, empathize with their perspectives, and act by considering the consequences of their actions [\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e]. Perceived empathic self-efficacy is the individual's ability to understand other people's feelings and concerns and respond to them [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Empathic self-efficacy increases relationship quality [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] and interpersonal interaction [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. In addition to empathic self-efficacy, individuals' social self-efficacy is also important.\u003c/p\u003e\u003cp\u003eSocial self-efficacy is the awareness of the abilities necessary for an individual to maintain social relationships and the ability to live with other people in social environments [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. In other words, social self-efficacy is seen as an individual's belief in their ability to establish and maintain good social interactions with other people [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. Social self-efficacy ensures that individuals are psychologically well [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] and develops their perception of social support [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Individuals with high self-efficacy perceptions act independently and have confidence in themselves. As a result of this confidence, their ability to take responsibility is seen to develop [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e].\u003c/p\u003e\n\u003ch3\u003ePresent Study\u003c/h3\u003e\n\u003cp\u003eAlthough it is thought that there may be a relationship between autonomy-supportive family behaviors, secure attachment, perceived self-efficacy, and responsibility variables in prservice teachers, the direction and nature of this relationship are unclear. Within the scope of this research, the theoretical model established in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e has been brought to the fore. Based on the theoretical framework developed, the aim of this study is to examine the mediating effect of secure attachment and perceived self-efficacy (empathic and social) on the influence of autonomy-supportive behaviors on responsibility. In this regard, the following research hypotheses have been determined:\u003c/p\u003e\u003cp\u003eH1. Autonomy-supportive family behaviors are positively related to teacher candidates' perception of responsibility.\u003c/p\u003e\u003cp\u003eH2. Secure attachment mediates the relationship between autonomy-supportive family behaviors and responsibility.\u003c/p\u003e\u003cp\u003eH3. Perceived self-efficacy (empathic and social dimensions) mediates the relationship between autonomy-supportive family behaviors and responsibility.\u003c/p\u003e\u003cp\u003eH4. Secure attachment plays a chained mediating role in the effect of autonomy-supportive family behaviors on responsibility by influencing teacher candidates' perceived self-efficacy.\u003c/p\u003e"},{"header":"Method","content":"\u003ch2\u003eParticipants, Research Design and Process\u003c/h2\u003e\u003cp\u003eThis study employed a relational model as it aimed to examine the effect of autonomy-supportive family behaviors on pre-service teachers' sense of responsibility and the mediating roles of secure attachment, perceived social self-efficacy, and perceived empathic self-efficacy in this relationship. The research was conducted between September 30, 2024, and December 14, 2024, and was applied pre-service teachers in Türkiye.\u003c/p\u003e\u003cp\u003eParticipants were selected using simple random sampling, and the following criteria were considered for participation in the study: (1) Being a pre-service teacher, (2) voluntarily participating in the research, and (3) completing the form in full. The exclusion criteria were: (1) not being a pre-service teacher, (2) filling out the scales incompletely or carelessly, and (3) not being a volunteer. Data was collected from a total of 524 individuals for the study, but 7 incomplete or carelessly filled-out responses were discarded, leaving 517 responses for analysis. Of the participants, 74.7% were female and 25.3% were male. The participants' fathers' occupations are [civil servant (16.4%), worker (13.7%), tradesman (9.5%), retired (25.3%), freelance (16.6%), unemployed (7.5%), and other (10.8%)], and their mothers' occupations [housewife (94.8%), civil servant (1.9%), worker (0.6%), retired (1.4%), and other (1.4%)] are different distributed.\u003c/p\u003e\u003cp\u003eData was collected via online forms during the study. In order to collect the data, researchers worked alongside participants, providing explanations which is necessary to ensure that the data was collected accurately. Participants were included in the study by using the Google Forms link sent to them: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://docs.google.com/forms/d/1py0s-T33hwxiVrue0D8pL4dea28CZiY3msVANHmh1g4/\u003c/span\u003e\u003cspan address=\"https://docs.google.com/forms/d/1py0s-T33hwxiVrue0D8pL4dea28CZiY3msVANHmh1g4/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. During the data collection process, the purpose of the study was explained to the participants, and their informed consent was obtained. Participation was entirely voluntarily, and participants had the right to withdraw from the study at any time they desire.\u003c/p\u003e\u003ch3\u003eMeasuring Tools\u003c/h3\u003e\u003cp\u003eIn the study, it was utilized the following psychometric scales: “Helicopter Parenting and Autonomy Supportive Behaviors,” “Three Dimensional Attachment Style Scale,” “Perceived Empathic and Social Self-Efficacy,” and “Responsibility Questionnaire.”\u003c/p\u003e\u003ch3\u003eHelicopter Parenting and Autonomy Supportive Behaviors\u003c/h3\u003e\u003cp\u003eThe scale developed by Schiffrin et al. (2014) and adapted into Turkish by Çok et al. (2022) was used for the study. The scale consists of 15 items grouped under the dimensions of Helicopter Parenting (9 items) and Autonomy Supportive Behaviors (6 items). The scale is a 6-point Likert scale ranging from 1: strongly disagree to 6: strongly agree. The reliability coefficients in the original development study of the scale were .77 and .71 for the dimensions, respectively [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e], while in the Turkish adaptation study, they were .80 and .80, respectively [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. In this study, the Cronbach's alpha coefficient was determined to be .80 and .83, respectively. A total score cannot be obtained from the items in the scale. A high score obtained for each dimension indicates a high level of family attitude related to that dimension.\u003c/p\u003e\u003ch3\u003eThree Dimensional Attachment Style Scale\u003c/h3\u003e\u003cp\u003eThe scale developed by Erzen (2016) consists of 18 items. The scale items are grouped under the sub-dimensions of Secure attachment style (5 items), Avoidant attachment style (7 items), and Anxious-ambivalent attachment style (6 items). The scale is a 5-point Likert scale ranging from 1: strongly disagree to 5: strongly agree. The reliability coefficient in the original development study of the scale was .80, .69, and .71 [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] for the dimensions, respectively, and the Cronbach's alpha coefficient for this study was found to be .60, .77, and .81, respectively. A high score obtained for each dimension indicates a high attachment style related to that dimension.\u003c/p\u003e\u003ch2\u003ePerceived Empathic and Social Self-Efficacy\u003c/h2\u003e\u003cp\u003eThe scale developed by Di Giunta et al. (2010) and adapted into Turkish by Akın and Başören (2015) was used. The scale consists of 11 items grouped under the dimensions of Perceived Empathic Self-Efficacy (6 items) and Perceived Social Self-Efficacy (5 items). The scale is a 5-point Likert scale ranging from 1: not at all appropriate to 5: completely appropriate. The reliability coefficient of the scale ranged from .66 to .81 in studies conducted in different countries (Italy, America, and Bolivia) during the original development of the scale [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], and in the Turkish adaptation study, it was .78 and .80 for the dimensions, respectively [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. In this study, the Cronbach's alpha coefficient was determined to be .87 and .77, respectively. A total score cannot be obtained from the items in the scale. A high score obtained for each dimension indicates high self-efficacy related to that dimension.\u003c/p\u003e\u003ch3\u003eResponsibility Questionnaire\u003c/h3\u003e\u003cp\u003eThe scale developed Arslan \u0026amp; Wong (2022) consists of 8 items. The scale items are grouped under the sub-dimensions of Personal responsibility (4 items) and Social responsibility (4 items). The scale is a 5-point Likert scale ranging from 1: Strongly Disagree to 5: Strongly Agree. The reliability coefficient in the original development study of the scale ranged from .86 to .94 [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], and for this study, the Cronbach's alpha coefficient was determined to be .72 and .78 for the dimensions, respectively, and .84 for the total score. The scale reflects the total score related to overall responsibility. A high score obtained for each dimension indicates a high level of responsibility for that dimension.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthical Approval and Participant Rights\u003c/b\u003e\u003c/p\u003e\u003cp\u003e Ethical guidelines were strictly observed in this study, participant confidentiality was maintained, and participation in the study was entirely voluntary. Informed consent forms were obtained from participants. The study was conducted in accordance with the 1964 Declaration of Helsinki and relevant ethical principles.\u003c/p\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eSPSS 27 and Process Macro (v4.2) were used in the analysis of the data. Descriptive analyses were performed, and Pearson correlation analysis was conducted to determine the relationship between autonomy-supportive family behaviors, secure attachment, perceived social self-efficacy, perceived empathic self-efficacy, and level of responsibility. Hayes' Process Macro (Model 81) was used to examine the mediating roles in the relationship between variables. To evaluate indirect mediating effects, 95% confidence intervals were calculated using the bias-corrected percentile method with 5000 bootstrap samples [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Two-tailed tests were applied in all statistical analyses, and p \u0026lt; 0.01 and \u0026lt; 0.001 were accepted as the statistical significance criterion. Descriptive and correlational analyses of the data are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDescriptive and correlational analyses of variables\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1. Autonomy Supportive Behaviors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2. Secure attachment style\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.38\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3. Perceived Empathic Self-Efficacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.30\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.48\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4. Perceived Social Self-Efficacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.35\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.45\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5. Responsibility\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.31\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.52\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.60\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ex̄± S.d\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4.21 ± 1.16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.03 ± .63\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4.11 ± .64\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4.11 ± .65\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e4.16 ± .59\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSkewness(s)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e− .46\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e− .58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e− .23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e− .39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e− .34\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eKurtosis(k)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e− .31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e− .75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e− .44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e− .81\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"6\"\u003e**p \u0026lt; .01\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe Skewness and Kurtosis values for the variables in the study ranged from − .81 to .29, and the arithmetic means for the variables were found to be normally distributed [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. Furthermore, the arithmetic means and standard deviations were determined as follows: Autonomy Supportive Behaviors 4.21 ± 1.16, Secure attachment style 4.03 ± .63, Perceived Empathic Self-Efficacy 4.11 ± .64, Perceived Social Self-Efficacy 4.11 ± .65, and Responsibility 4.16 ± .59.\u003c/p\u003e\u003cp\u003eThe Pearson Correlation analysis conducted as part of the research revealed a significant relationship at the .01 level among all variables. Positive correlations were found between Autonomy Supportive Behaviors and Secure attachment style (r = .38), Perceived Empathic Self-Efficacy (r = .30), Perceived Social Self-Efficacy (r = .35), and Responsibility (r = .31). Positive correlations were also found between Secure Attachment Style and Perceived Empathic Self-Efficacy (r = .48), Perceived Social Self-Efficacy (r = .45), and Responsibility (r = .52). Similarly, a positive relationship was found between Perceived Empathic Self-Efficacy and Perceived Social Self-Efficacy (r = .56), and Responsibility (r = .59), and between Perceived Social Self-Efficacy and Responsibility (r = .60).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eWithin the scope of the research, the direct and indirect results of the regression analyses conducted on the variables within the scope of the mediating variables are presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e and Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e*indirect effect; **p\u0026thinsp;\u0026lt;\u0026thinsp;.01, ***p\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eFindings regarding standardized direct and indirect effects\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003e%95 BCI\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePath\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEffect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eS.E\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eLower\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eUpper\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eASB \u0026rarr;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.160\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.021\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.118\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.202\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDirect effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eASB \u0026rarr;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.014\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.018\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.021\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.049\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInd1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eASB \u0026rarr;SAS\u0026rarr;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.044\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.011\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.026\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.067\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInd2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eASB \u0026rarr;PES\u0026rarr;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.020\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.008\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.005\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.036\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInd3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eASB \u0026rarr;PSS\u0026rarr;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.035\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.009\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.019\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.055\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInd4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eASB\u0026rarr;SAS \u0026rarr;PES\u0026rarr;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.005\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.014\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.034\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInd5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eASB\u0026rarr;SAS \u0026rarr;PSS\u0026rarr;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.005\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.014\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.035\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal indirect effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.146\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.017\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.114\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.180\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"6\"\u003eASB: Autonomy Supportive Behaviors; SAS: Secure Attachment Style PES: Perceived Empathic Self-Efficacy; PSS: Perceived Social Self-Efficacy; R: Responsibility\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eConsidering the research findings, an autonomy-supportive family attitude positively predicts perceived empathic self-efficacy (β\u0026thinsp;=\u0026thinsp;.13; p\u0026thinsp;\u0026lt;\u0026thinsp;.01), perceived social self-efficacy (β\u0026thinsp;=\u0026thinsp;.21; p\u0026thinsp;\u0026lt;\u0026thinsp;.001), and secure attachment style (β\u0026thinsp;=\u0026thinsp;.38; p\u0026thinsp;\u0026lt;\u0026thinsp;.001). Secure attachment style positively predicts perceived empathic self-efficacy (β\u0026thinsp;=\u0026thinsp;.43; p\u0026thinsp;\u0026lt;\u0026thinsp;.001), perceived social self-efficacy (β\u0026thinsp;=\u0026thinsp;.37; p\u0026thinsp;\u0026lt;\u0026thinsp;.001), and responsibility (β\u0026thinsp;=\u0026thinsp;.23; p\u0026thinsp;\u0026lt;\u0026thinsp;.001). Furthermore, perceived empathic self-efficacy positively predicts responsibility (β\u0026thinsp;=\u0026thinsp;.28; p\u0026thinsp;\u0026lt;\u0026thinsp;.001) and perceived social self-efficacy positively predicts responsibility (β\u0026thinsp;=\u0026thinsp;.33; p\u0026thinsp;\u0026lt;\u0026thinsp;.001). While autonomy-supportive behaviors do not directly predict responsibility in a meaningful way (β\u0026thinsp;=\u0026thinsp;.03; p\u0026thinsp;=\u0026thinsp;.442), it was found that they indirectly predict it in a meaningful way through mediating variables (β\u0026thinsp;=\u0026thinsp;.31; p\u0026thinsp;\u0026lt;\u0026thinsp;.001).\u003c/p\u003e\u003cp\u003eWhen examining the standardized direct and indirect effects in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the total effect coefficient between autonomy-supportive family behaviors and responsibility was found to be .160 (95% CI, .118; .202). Since this confidence interval did not include the value \u0026ldquo;0,\u0026rdquo; it was found to be statistically significant. Furthermore, the direct effect coefficient between autonomy-supportive family behaviors and responsibility was found to be .014 (95% CI, \u0026minus;\u0026thinsp;.021; .049), and since this confidence interval included the value \u0026ldquo;0,\u0026rdquo; it was not statistically significant. In addition, five different pathways were examined. First, it was determined that the effect coefficient between autonomy-supportive family behaviors and responsibility via secure attachment style was .044 (95% CI, .026; .067) and statistically significant. In the next path, it was determined that the effect coefficient between autonomy-supportive family behaviors and responsibility via perceived empathic self-efficacy was .020 (95% CI, .005; .036) and was statistically significant. The effect coefficient between autonomy-supportive family behaviors and responsibility via perceived social self-efficacy was found to be .035 (95% CBI, .019; .055) and statistically significant. Another way was identified: the effect coefficient was .023 (95% CI, .014; .034) and statistically significant, mediated by perceived empathic self-efficacy through secure attachment style between autonomy-supportive family behaviors and responsibility. It was determined that the effect coefficient was .024 (95% CI, .014; .035) and statistically significant through social self-efficacy perceived via secure attachment style between autonomy-supportive family behaviors and responsibility. It was found that the indirect effect coefficient between autonomy-supportive family behaviors and responsibility via perceived self-efficacy through secure attachment style was statistically significant at .146 (95% CI, .014; .035). Within this model, it was found that the prediction between variables explained 9.77% of the effect through the mediating variables of secure attachment style and perceived self-efficacy (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study was conducted using data obtained from 517 teacher candidates. The research aimed to examine the effect of autonomy-supportive family behaviors on pre-service teachers' perception of responsibility and the mediating roles of secure attachment, perceived social self-efficacy, and perceived empathic self-efficacy in this relationship. According to the results, autonomy-supportive family attitudes positively predict perceived empathic self-efficacy, perceived social self-efficacy, and secure attachment style. While autonomy-supportive behaviors do not directly predict responsibility in a meaningful way, it was determined that they indirectly predict it in a meaningful way through mediating variables.\u003c/p\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eAutonomy Supported Family Behaviour and Responsibility\u003c/h2\u003e\u003cp\u003eThe study found that autonomy-supportive family behaviors significantly predicted responsibility indirectly through mediating variables. This finding is supported by studies in the literature indicating that autonomy-supportive behavior affects the sense of responsibility [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. It has been observed that autonomous family behavior increases the responsibility behaviors of independent individuals. In their study, they stated that autonomy-supportive family behavior is a determining variable in an individual's independent learning [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e]. It is stated that individuals who learn independently take responsibility.\u003c/p\u003e\u003cp\u003eIn families where parental dominance prevails and there is no family environment that supports autonomy, parental behavior suppresses the individual. The individual's sense of self-efficacy fails to develop when suppressed in terms of independence, hindering their ability to take responsibility for important decisions in later years [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. In a document analysis study, it was found that anxiety, depression, and stress increased in university students with helicopter parents [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. This is one of the factors that prevents individuals from being autonomous. It is possible to say that individuals are not autonomous when making their own decisions.\u003c/p\u003e\u003cp\u003eIn families where autonomy-supportive parenting behaviors exist, individuals take responsibility for their own life skills and have a say in decisions regarding their own lives. Because parents give their children a voice, the sense of responsibility shifts from the parents to the individual, and as a result, the individual's sense of responsibility increases [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. In an autonomy-supportive family, individuals become autonomous in their own learning. The absence of family pressure enables them to become autonomous in sustaining their lives and to take responsibility for the consequences of their own lives [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eAutonomy Supported Family Behaviour and Mediating Role of Secure Atachment\u003c/h2\u003e\u003cp\u003e According to the findings of this research, autonomy-supportive parenting positively predicts secure attachment style in an indirect way. Autonomy-supportive families help securely attached individuals develop good relationships in their own lives [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. It has been noted that individuals who are securely attached to their parents have a higher degree of independent decision-making. It is stated that autonomy-supportive parental attitudes are more prevalent in individuals who can make decisions independently [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eAutonomy-supportive family behavior influences well-being by increasing the individual's motivation [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]; it helps individuals make their own decisions [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e] and is a type of parenting that allows them to feel better psychologically [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]. This type of parenting attitude contributes to the individual's psychological well-being, especially during adolescence and young adulthood, helping them become independent individuals [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. It contributes to the individual's identity formation, especially during adolescence and young adulthood, and enables them to make decisions freely rather than under external pressure [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Autonomy-supportive parenting strengthens the individual's self-efficacy and emotional regulation skills while facilitating secure attachment in their social relationships [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eSecure attachment is formed by the sense of trust developed by the individual in the early stages of life [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. This sense of trust develops self-efficacy and significantly affects psychological well-being in later stages [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Autonomy support in the relationship with parents ensures the individual's psychological well-being, which in turn contributes to their secure attachment [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e]. In this context, secure attachment strengthens the effect of autonomy-supportive family behavior on the individual's belief in psychological well-being and acts as a bridge between them.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eThe Mediating Roles of Secure Atachment and Perceived Self- Efficacy\u003c/h2\u003e\u003cp\u003eAccording to the findings of the study, autonomy-supportive family attitudes positively predict secure attachment style, perceived empathic self-efficacy, and perceived social self-efficacy. Family attitudes indirectly predict responsibility through the mediating variables of self-efficacy and secure attachment. It shows that the hypothesis of the study was corrected.\u003c/p\u003e\u003cp\u003eSecure attachment plays an important role in psychological well-being. Studies support that secure attachment positively influences the development of self-efficacy [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e]. Secure attachment is important in determining an individual's emotional well-being in relation to parental attitudes. Secure attachment in the early stages of an individual's life supports the shaping of their self-efficacy perception in later life [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. Securely attached individuals develop healthier strategies in both personal and interpersonal relationships. They experience a more effective process with autonomy-supportive family attitudes [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. In this regard, the results obtained in the literature are consistent with the results of this study.\u003c/p\u003e\u003cp\u003eIn the study conducted, perceived empathic self-efficacy and social self-efficacy were determined as mediating variables between autonomy-supportive family attitudes and responsibility. Secure attachment strengthens the individual emotionally and helps the strengthened individual translate their self-efficacy belief into behavior. There is a strong connection between the level of perceived empathic and social self-efficacy and individuals' understanding of themselves, their skills, and the individuals around them, and behaving appropriately [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Therefore, secure attachment and perceived self-efficacy complement each other and support the individual's psychological well-being [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Individuals whose psychological well-being is supported are also expected to take responsibility for their lives.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study presents a chain between autonomy supported behaviours and responsibility with secure attachement style and self-efficacy mediations. The study discovered that autonomy supported behaviour has a positive predictive effect on preservice teachers\u0026rsquo; responsibility indirectly. Secure attachement style, perceived emphatic self-efficacy and perceived social self- efficacy has a mediating role for autonomy supported family behaviours among preservice teachers. The data concluded from the search is verified and showed us a model like autonomy support \u0026ndash; secure attachment- self-efficacy- responsibility. So, if we want to improve preservice teachers\u0026rsquo; self-efficacy and responsibility, families are advised to Show autonomy supported behaviour and support secure attachement.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eASB\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eAutonomy Supportive Behaviors\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eSAS\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eSecure Attachment Style PES:Perceived Empathic Self-Efficacy\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003ePSS\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003ePerceived Social Self-Efficacy\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eR\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eResponsibility\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eEthics approval and consent to participate\u003c/h2\u003e\u003cp\u003e All stages of the research were carried out in accordance with the Declaration of Helsinki. This research was also approved by the Scientific Research and Ethics Review Board of Siirt University (Reference number: 5825). Prior to data collection, each participant was asked to read the form containing information about the study. In addition, each participant accepted a written informed consent form.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003cp\u003eNot Applicable.\u003c/p\u003e\u003ch2\u003eCompeting Interests\u003c/h2\u003e\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eNo funding was received.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.T. contributed 50% to the determination of the study topic and variables, and wrote the method and results sections. \u0026Ouml;.\u0026Ouml;. contributed 40% to the determination of the study topic and variables, and wrote the introduction and discussion sections. M.S. contributed 10% to the determination of the study topic and variables, collected the data and reviewed the research.\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e\u003cp\u003eWe would like to thank all participants\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data that support the findings of this study are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAdler-Constantinescu C, Beşu EC, Negovan V. Perceived social support and perceived self-efficacy during adolescence. Procedia-Social Behav Sci. 2013;78:275\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAkın A, Baş\u0026ouml;ren M. Algılanan empatik \u0026ouml;z-yeterlik ve sosyal \u0026ouml;z-yeterlik \u0026ouml;l\u0026ccedil;eğinin T\u0026uuml;rk\u0026ccedil;e formunun ge\u0026ccedil;erlik ve g\u0026uuml;venirliği. 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From students\u0026rsquo; personal and social responsibility to autonomy in physical education classes. Sustainability. 2019;11(23):6589.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eVan Ingen, D. J., Freiheit, S. R., Steinfeldt, J. A., Moore, L. L., Wimer, D. J.,Knutt, A. D., \u0026hellip; Roberts, A. (2015). Helicopter parenting: The effect of an overbearing caregiving style on peer attachment and self-efficacy. Journal of College Counseling, 18(1), 7\u0026ndash;20..\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eVan Petegem S, Beyers W, Brenning K, Vansteenkiste M. Exploring the association between insecure attachment styles and adolescent autonomy in family decision making: A differentiated approach. J Youth Adolesc. 2013;42(12):1837\u0026ndash;46.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eVan Petegem, S., Zimmer-Gembeck, M. J., Soenens, B., Vansteenkiste, M., Brenning,K., Mabbe, E., \u0026hellip; Zimmermann, G. (2017). 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Identifying characteristics of parental autonomy support and control in parent\u0026ndash;child interactions. Early Child Dev Care. 2021;191(2):307\u0026ndash;20.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZhao Y, Niu J, Wang Y, Wang P. (2024). Assessment of the Psychometric Properties of the Perceived Empathic and Social Self-Efficacy Scale in Chinese Adolescents. Psychol Res Behav Manage, 3677\u0026ndash;88.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZonash R, Iqbal N. Perceived Parental Attachment Styles Predicting Self-Efficacy in Adolescents. J Behav Sci. 2017;27(1):75\u0026ndash;82.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Autonomy support, Secure attachment, Self- efficacy, Responsibility","lastPublishedDoi":"10.21203/rs.3.rs-7894189/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7894189/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground \u0026amp; Aim\u003c/h2\u003e\u003cp\u003eThere 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.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eIn 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 T\u0026uuml;rkiye. We adopted Pearson\u0026rsquo;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.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eWe 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.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e\u003cp\u003eAccording 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\u0026rsquo; behaviour for pre-service teachers\u0026rsquo; responsibilities.\u003c/p\u003e","manuscriptTitle":"The Effect of Autonomy-Supported Family Behaviors on Pre-service Teachers' Perception of Responsibility: The Mediating Roles of Secure Attachment and Perceived Self-Efficacy","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-27 14:16:07","doi":"10.21203/rs.3.rs-7894189/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2025-11-20T13:16:27+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-18T15:11:01+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-10-27T08:14:05+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-10-26T10:31:57+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-10-24T10:17:07+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ee466a85-91f4-4dcd-8c60-0ca6dc5cb87c","owner":[],"postedDate":"November 27th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-11-27T14:16:07+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-27 14:16:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7894189","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7894189","identity":"rs-7894189","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}