Understanding the role of positive classroom climate on student academic achievement through peer-social interactions and motivation to learn

• Gokhan Bas ^[1]
  1. [1] Nigde Omer Halisdemir University
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 3, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-00988-w
• Enlaces
  • Texto completo
• Resumen

  • This research aimed to investigate the association between a positive classroom climate and student academic achievement, with the mediating roles of peer-group interactions and motivation to learn. A total of 460 students from public lower secondary schools in the central region of Turkey participated in the research. The research used a cross-sectional survey model to determine the role of a positive classroom climate on students’ academic achievement, with their peer relations, peer attachment, peer academic support and motivation to learn as mediating variables. The research showed that there were statistically significant positive associations between the variables. The research tested the model, with showing an adequate fit to the data. The research revealed a significant association between a positive classroom climate and student academic achievement, with the mediating roles of peer-group interactions and motivation to learn. The results draw attention to the need for educational policies to encourage programmes that provide more psychological and social support for students. Such programmes may increase students’ motivation and encourage teachers to make the classroom climate more supportive.

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