ArticlePsychology research and behavior management2022
The Concurrent and Longitudinal Relations Between Competitive Classroom Climate and Learning Motivation Among Chinese Adolescent Students: The Mediating Roles of Social Comparisons.
Article in Psychology research and behavior management, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Unveiling the resilience gap between vocational and general high school students in China: mediating effect of belongingness and moderating effect of school climate.BMC psychology · 2026Article
- Parenting behaviors and school burnout among Chinese primary school students: mediation model of ego-resilience.Frontiers in psychology · 2026Article
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6 authors.
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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.
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