Psychology Research and Behavior Management (May 2022)
The Concurrent and Longitudinal Relations Between Competitive Classroom Climate and Learning Motivation Among Chinese Adolescent Students: The Mediating Roles of Social Comparisons
Abstract
Zien Ding,1 Ru-De Liu,1 Yi Ding,2 Xiantong Yang,1 Wei Hong,1 Huizi Li3 1Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, 100875, People’s Republic of China; 2Graduate School of Education, Fordham University, New York, NY, 10023, USA; 3Department of Curriculum and Instruction, Yinchuan Tanglai Hui Middle School, Ningxia, 750000, People’s Republic of ChinaCorrespondence: Ru-De Liu, Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, 100875, People’s Republic of China, Email [email protected]: Over the past decade, cross-sectional studies have established a link between competitive classroom climate and learning motivation. However, the precise predictive direction has remained unclear, and the potential mechanisms underlying the link have yet to be investigated. According to the social comparison theory, competitive classroom climate is positively associated with learning motivation, and upward and downward comparison may play a role in mediating this process.Patients and Methods: Data were obtained from a three-wave study of 476 Chinese senior high school students (45.4% boys, 54.6% girls) aged 14– 18 years. Structural equation modeling was performed to test different models.Results: Concurrent and longitudinal analyses revealed that higher competitive classroom climate was associated with higher learning motivation. Moreover, upward comparison mediated the relation between competitive classroom climate and learning motivation. However, downward comparison did not mediate these relations.Conclusion: From the perspective of practice, the results provide evidence for how to promote learning motivation by cultivating competitive classroom climate and applying effective social comparison strategies.Keywords: competitive classroom climate, upward comparison, downward comparison, learning motivation
