Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college

2016/08/02 by Thanita Lerdpornkulrat, Ravinder Koul, Chanut Poondej
Computer Science · Nursing · Psychology · #Education and Learning Interventions #Grit, Self-Efficacy, and Motivation #Healthcare Education and Workforce Issues

paper · doi:10.1080/0309877x.2016.1206855

openalex publication_date 2016/08/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

Disengagement and a lack of motivation have been found to be the major reasons for student drop out from higher education. In order to broaden our understanding of institutional and personal factors associated with intention to complete a college degree, this investigation examined the relationship between students’ perceptions of classroom climate and institutional goal structures and their motivational orientation, engagement and intention to persist in college. Data was collected from first-year students (N = 1778) enrolled in an institution of higher education near Bangkok, Thailand. The results indicate that perceptions of classroom climate and institutional goal structures have significant associations with students’ motivational orientations and levels of engagement and contribute to intention to persist in college.

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