The Mediating Role of Classroom Learning Environment on the Relationship Between Social Skills and Academic Motivation

Abstract

The central aim of this quantitative non-experimental study was to determine the significant mediating effect of classroom learning environment on the relationship between social skills and students’ academic motivation in Libungan District, Region XII, Philippines. This study employed a causal design and a stratified random sampling technique to select 302 respondents. The data were collected using standardized, adapted questionnaires and analyzed using the mean, standard deviation, Pearson’s product-moment correlation and mediation analysis. Results revealed a high level of social skills and a very high level of academic motivation and classroom learning environment. In addition, a significant relationship existed between social skills and academic motivation, as well as between social skills and the classroom learning environment, and between the classroom learning environment and academic motivation. Moreover, the mediation analysis showed a statistically significant partial mediation of social skills on academic motivation through the classroom learning environment. These contributions suggest that students’ social skills are associated with higher academic motivation, both directly and indirectly, by contributing to a more positive classroom learning environment.