Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences
An Analyses Employing Social Cognitive Theory
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https://doi.org/10.48112/aessr.v4i1.722Abstract
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This study investigated the impact of classroom climate on students' engagement, self-efficacy and learning experience. Using a quantitative research design, the data was collected from diverse participants in public sector colleges in Sindh, Pakistan. The study employed path analysis to test the hypotheses developed based on literature to assess the causal relationship between classroom climate and the selected critical variables. The Social Cognitive Theory was employed to assess the causal relationship. The path analysis revealed that all three hypotheses were supported. The statistical results of the research show the positive impact of a supportive classroom climate on students' engagement, self-efficacy and learning experience. The results of this research align with the theoretical framework based on Bnadura's social cognitive theory, which emphasises the reciprocal impact between social factors and personal development. The findings offer practical implications for teacher policymakers to uplift educational practices. This study identified classroom climate's significant and vital role in harnessing students' engagement, self-efficacy and learning experience. The results offer the foundation for future research.
Keywords:
Classroom climate, Learning experience, Self-efficacy, Social cognitive theory, Student engagementReferences
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