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

Abstract

Purpose

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

Data Sharing Statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Ethics Statement

This study was carried out following the recommendations of the Ethical Principles of Psychologists and Code of Conduct by the American Psychological Association (APA). All participants gave written informed consent following the Declaration of Helsinki. The ethics committee of the Faculty of Psychology at Beijing Normal University approved the study.

Acknowledgments

The authors are grateful to the participants who participated in this study and the schools and research assistants who facilitated the data collection.

Author Contributions

All authors made a significant contribution to the work reported, whether that is in the conception, study design, execution, acquisition of data, analysis and interpretation, or in all these areas; took part in drafting, revising or critically reviewing the article; gave final approval of the version to be published; have agreed on the journal to which the article has been submitted; and agree to be accountable for all aspects of the work.

Disclosure

The authors report no conflicts of interest in this work.

Additional information

Funding

This work was supported by the Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University [grant numbers 17QYHX-A006].