Classroom Motivational Climate and Academic Performance in University Students: An Instrumental and Correlational Analysis

CHIARINO, N.; FREIBERG HOFFMANN, A.; CURIONE, K.; HUERTAS, J. A.

Revista Colombiana de Educación

Universidad Pedagógica Nacional

Año: 2025 vol. 97

Classroom Motivational Climate ( CMC ) refers to the patterns in teaching performance within the classroom and their relationship to student motivation. Although CMC is a relevant educational variable, it has been studied less extensively at the university level and in numerous teaching contexts. For this reason, this study addresses two primary objectives: an instrumental objective, involving the adaptation and validation of the CMC - Q questionnaire for Uruguayan university psychology undergraduates; and an empirical objective, which explores the relationships between CMC and Academic Performance ( AP ) within this student population. The study employed an instrumental, quantitative cross-sectional design within an observational, descriptive, and correlational framework. A total of 455 undergraduates participated. Analyses focused on the internal structure of the CMC - Q —using confirmatory factor analysis and internal consistency— and on evidence of concurrent validity. The results confirmed that the empirical data aligned with the theoretical model, showing optimal internal consistency (ɑ > 0,80). Additionally, evidence of concurrent validity was obtained with academic satisfaction (r = 0,722). Findings indicate that CMC has a significant, positive, but low correlation with AP .The CMC - Q components with the greatest predictive value on AP included inducing participation, supporting student autonomy, providing regular feedback, assessment for learning, and acknowledgment effort. These results provide elements that support thedevelopment of learning-oriented CMC ’s for undergraduate students.