Classroom social capital utilizing constructs of student-teacher relationships were examined while focusing on their impact on student self-efficacy. The lack of positive student-teacher relationships may cause students to experience a disconnection within in the middle school classroom. Once this disconnection occurs, students may become disengaged. This disengagement may produce difficulties in developing self-efficacy which facilitates their potential academic and/or social growth.

The purpose of this study is three-fold: (1) to examine the interrelationships between student self-efficacy and the theorized classroom social capital constructs of student-teacher relationships including: Student-teacher Relational Trust, Student-teacher Expectations, Student Engagement, and Student-teacher Communication, (2) to develop a conceptual Model of Student-teacher Classroom Social Capital, and (3) to create and validate a Classroom Social Capital Scale. A quantitative methodology was implemented. Simple random sampling was used to select this study's sample of sixth and seventh grade students and teachers. A survey research design was conducted which was followed by the analysis of data through the use of descriptive statistics, exploratory factor analysis, and a series of bivariate correlations.