Abstract

The purpose of this study is to determine the relationship between teaching quality and student psychology, with teacher cognition and student attitude serving as moderators, taking middle-class young adults into account. This research gap has been discovered since numerous studies have indicated a discrepancy in the quality of education provided to people from the middle class and young adults from the upper class in Turkish educational institutions. Using a random sample technique, the study collected primary data from young adults in different educational institutions in outlying districts of Istanbul using a seven-point Likert scale questionnaire. The statistical tool Smart PLS 3.0 is utilized for data analysis since it is widely employed in social science research. The research determined that teaching quality, student attitude, and instructor thought have a substantial effect on the psychology of middle-class students. The study also revealed that the moderating effect of teacher thought and student attitude on the relationship between teaching quality and student psychology is substantial. This research has significant practical and theoretical implications for improving the education of young adults from middle-class backgrounds. The study contributed a novel framework of student psychology and teaching quality to the body of knowledge. The future directions outlined in this research are essential for making major contributions to the body of literature.