The Synergy of School Climate, Motivation, and Academic Emotions: A Predictive Model for Learning Strategies and Reading Comprehension

Abstract

This study examines the relationship between school climate, motivation, and academic emotions in shaping learning outcomes, with a focus on reading comprehension. Based on the control-value theory of academic emotions and self-determination theory, it explores how students' perceptions of a caring school community and a positive learning climate influence their emotions, motivation, learning strategies, and reading performance. A total of 296 fifth- and sixth-grade students completed self-report measures assessing these factors. For the collection of the data, the participants completed the following scales: Motivation for Reading Questionnaire-MRQ, Achievement Emotions Questionnaire Pre-Adolescents (AEQ-PA), Learning Climate Questionnaire (LCQ), School as a Caring Community Profile-II-(SCCP-II), learning strategies questionnaire, and reading comprehension. The correlation and path analysis results revealed that students who viewed their school as supportive experienced more positive academic emotions and fewer negative ones. Positive emotions were linked to higher intrinsic and extrinsic reading motivation, while negative emotions correlated with lower motivation and disengagement. Intrinsic motivation significantly predicted deep learning strategies and improved reading comprehension, whereas the absence of learning strategies negatively impacted performance. These findings underscore the role of a supportive school environment in fostering motivation and emotional engagement. The educational implications of this study highlight the need for teaching practices that cultivate positive emotions, intrinsic motivation, and effective learning strategies to enhance reading comprehension and overall academic success.

Keywords: academic emotions; control–value theory; extrinsic motivation; intrinsic motivation; learning strategies; motivation for reading; reading comprehension; school climate; school psychology; self-determination theory.

Figure 1

Theoretical pathway model of reading comprehension.

Figure 2

Path diagram of the saturated model tested with standardized regression coefficients. Note 1. Solid arrows indicate significant effects. Non-significant effects are omitted. Error variances and error covariances between subscales of an instrument are not shown on the diagram for clarity. Note 2. SCC = school as a caring community; LC = learning climate; PAEms = positive academic emotions; NAEms = negative academic emotions; IMR = intrinsic motives of reading; EMR = extrinsic motives of reading; DEPTH-LSs = in-depth learning strategies; SURFACE-LSs = surface learning strategies; ABSENCE-LSs = absence of learning strategies; RC = reading comprehension.