The Concurrent and Longitudinal Relations Between Competitive Classroom Climate and Learning Motivation Among Chinese Adolescent Students: The Mediating Roles of Social Comparisons.

Abstract

PurposeOver 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 MethodsData 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.ResultsConcurrent 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.ConclusionFrom 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.