Relationships between motivational classroom climate, self-efficacy, and academic performance in large and small first-year university classes
Abstract
Students' perceptions of the Classroom Motivational Climate (CMC) influence various psychological and educational outcomes. The objective of this study was to analyze the relationship between CMC, Academic Self-Efficacy (ASE), and Academic Performance (AP), identifying the components of CMC that predict ASE and AP, evaluating the mediating role of ASE in the CMC–AP association, and estimating hierarchical multiple linear regression models with integration of student and teacher covariates in different class sizes: large (ratio 1:400) and small (ratio 1:40). A quantitative, cross-sectional, non-experimental design with a descriptive and explanatory scope was used. A total of 657 university students participated in two independent samples. Regression analyses indicate significant, positive, and moderate relationships between CMC and ASE, and between ASE and AP, but weak relationships between CMC and AP. Components of CMC with a significant influence on ASE and AP were identified. The mediating role of ASE between CMC and AP was also confirmed. Finally, when considering covariates, the effect of CMC was significant on AP only for the smaller groups. The findings have direct implications for university teaching, as they provide evidence that can guide the design of teaching environments that foster motivation for learning in first-year courses.
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References
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