Students’ perception of school climate plays an important role in the quality of their academic experience. However, the effects of perceived school climate on self-determined academic motivation (Ryan & Deci, 2000, 2020) have received little empirical attention to this day. Thus, the present study aimed to investigate the role of school climate in predicting changes in self-determined academic motivation and grades in a longitudinal study with secondary school students. Participants are 957 Belgian students (girls = 52.87 %; M = 14.41 years, SD = 1.66 years) who took part in a three-wave, year-long study. Results from structural equation modeling showed that students’ positive perceptions of school climate at the beginning of the study (Time 1) were positively related to changes in self-determined academic motivation at the mid-point (Time 2), which in turn were positively associated with changes in grades by the end of the study (Time 3), over and above the effects of gender and age. These results have implications for educational psychology by suggesting that organizational aspects of the school setting can positively influence students’ academic grades through increases in the quality of their motivation over time.

中文翻译：

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中学生感知学校氛围与学业成绩：自主动机的中介作用

学生对学校氛围的看法对其学术体验的质量起着重要作用。然而，感知到的学校氛围对自主学习动机的影响（Ryan & Deci，2000，2020）至今还没有受到实证关注。因此，本研究旨在通过对中学生的纵向研究，探讨学校氛围在预测自主学习动机和成绩变化中的作用。参与者是 957 名比利时学生（女生 = 52.87%；M = 14.41 岁，SD = 1.66 岁），他们参加了为期一年的三波研究。结构方程模型的结果表明，学生在研究开始时（时间1）对学校氛围的积极看法与中点（时间2）自主学习动机的变化呈正相关，而自主学习动机的变化又与研究中点（时间2）的自主学习动机的变化呈正相关。与研究结束时（时间 3）的成绩变化相关，而性别和年龄的影响除外。这些结果对教育心理学具有影响，表明学校环境的组织方面可以通过随着时间的推移提高学生的动机质量，对学生的学业成绩产生积极影响。