The Relationship Between Classroom Climate, Self-Efficacy, and Learning Motivation

Abstract

Uncovering how classroom climate influences students' learning motivation is important for understanding how to create supportive classroom environments focusing on learning. The current study used regression analysis techniques to test a model explaining the impact of classroom climate on self-efficacy and learning motivation. The sample consisted of 208 students of the business school of B University. The findings suggest that (1) classmate relation and teacher support have significant positive influence on learning motivation (learning interesting, self-development, social connections, and external expectations); (2) self-efficacy has full mediating effect on the relationship between classmate relation and learning motivation; (3) self-efficacy has partial mediating effect on the relationship between teacher support and learning motivation.