Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Classroom environment showed a significant, positive, moderate within-student association with motivation (β=0.234) and smaller significant associations with belonging, performance avoidance, learning strategies, delay of gratification, self-regulation, and participation. → Camille A. Farrington 2019

Evidence¶

Camille A. Farrington 2019¶

Camille A. Farrington, Shanette Porter, Joshua Klugman. (2019). Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades? University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/do-classroom-environments-matter-for-noncognitive-aspects-of-student-performance-and-students-course-grades

q2 · i? · associational · r2

Within-student multilevel analysis of BEL-S data (8,318 students, 25 schools) relating other-student-mean classroom environment scores to self-reported noncognitive factors in each target class. The article reports a "significant, positive, and moderate within-student association between classroom environment and motivation (β= 0.23)" and smaller significant associations for the other factors (Table 4).

"There was a significant, positive, and moderate within-student association between classroom environment and motivation (β= 0.23)."

Discussion¶

Related Claims¶

• Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors — related
• Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability — related
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — a broader claim this one bears on
• Sociocultural factors, learner motivation, self-efficacy and perceptions of the classroom environment influence FLCA learning outcomes and oral performance — related
• Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes — related
• Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — related
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — related
• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — related