Perceived motivational climates and self-reported emotional and behavioural problems among Norwegian secondary school students

Abstract

This study investigates the relationship between perceived motivational climates and self-reported emotional and behavioural problems (EBP: symptoms of depression, lack of on-task-orientation and disruptive behaviour), among 1171 Norwegian 8th grade secondary school students from 65 school classes. Statistical analyses showed significant associations between scores for motivational climates and EBP. Generally, perceptions of a mastery climate were associated with less reported EBP, whereas, on the other hand, perceptions of a performance climate were associated with more reported EBP. However, associations were relatively moderate and primarily identified at the individual level. The highest amount of variance was accounted for in scores for on-task-orientation, and for this variable a significant class-level association with scores for mastery climate was also computed.