Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation
Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students.
Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test.
Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement.
Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
Keywords: classroom climate, teacher-student interaction, academic motivation, academic achievement, Lisrel, Path analysis
For citation: Jafari S., Asgari A. Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation. Integratsiya obrazovaniya = Integration of Education. 2020; 24(1):62-74. DOI: https://doi.org/10.15507/1991-9468.098.024.202001.062-074
Contribution of the authors:
Sakineh Jafari – concept development; definition of an idea; definition of methodology of article; critical analysis of materials; provision of resources; collection and processing of information; formalized data analysis; data man-agement.
Ali Asgari – scientific management; concept development; provision of resources; formalized data analysis.
All authors have read and approved the final manuscript.
Submitted 12.05.2019; revised 24.12.2019; published online 31.03.2020.
This work is licensed under a Creative Commons Attribution 4.0 License.