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S ummary . Previous studies have found a relationship between classroom social climate dimensions and specific academic outcome factors. The present study explored relationships among multidimensional characteristics of classroom social climates and pupil academic motivations in those settings. Classrooms perceived to be high in teacher support and involvement were associated with student motivations of self‐improvement, academic success and enjoyment of learning. By contrast, classrooms perceived to be teacher‐controlled or competition‐oriented were related with anti‐school feelings and a relative absence of self‐improvement desires and enjoyment of learning. Task‐oriented classrooms were associated with pupils expressing a greater desire for career preparation. Findings of these relationships are of significance for social systems intervention. Implications of these relationships are discussed in terms of reducing dissonance between classroom influences and negative affects of pupils, and for achieving greater congruence between positive motivations and classroom climate.
Fry et al. (Fri,) studied this question.