The Impact of Class Climate on College Students’ Individual Learning Effectiveness in Xi’an City: A Study with Learning Motivation as the Mediator

This study investigated the interplay between the class climate, learning motivation, and learning effectiveness among college students in Xi’an, China. The participants of this study were college students in Xi’an, and the data were collected through the convenience sampling method. Out of the 560 distributed questionnaires, 541 valid responses were collected. The collected data were analyzed through item analysis, confirmatory factor analysis, and reliability analysis. The results revealed that there was no significant difference in class climate, learning motivation, and learning effectiveness regarding gender, while grade level demonstrated significant differences in these dimensions. In addition, in the linear regression analysis, class climate, learning motivation, and learning effectiveness all showed significant positive correlations in that class climate and learning motivation had a significant positive impact on learning effectiveness. Within the mediator model including class climate, learning motivation, and learning effectiveness, it was observed that learning motivation exerted a partial mediating effect on the relationship between class climate and learning effectiveness.