Abstract

• The main aim of the present study is to explore the effect of classroom emotional climate on motivating learners. The specific objectives are to explore the emotional climate of students in classroom, to assess students’ motivational orientations, to investigate the effect of classroom emotional climate on motivation. In this study, descriptive survey design was used. Data were collected from about 1932 high school students by using stratified random sampling technique. What Is Happening in this Class? (WIHIC) Questionnaire and Motivated Strategies for Learning Questionnaire (MSLQ) were used as the instruments in this study. The overall results showed that most of high school students fell into moderate classroom emotional climate level group. Data analysis involved the use of descriptive and inferential statistics. The results revealed that female students possessed better classroom emotional climate than male students. According to the t-test result, female students have more motivation than male students. The results of ANOVA pointed out that there were statistically significant difference among classroom emotional climate levels on motivation at 0.001 level. The result of correlation showed that classroom emotional climate was positively correlated with motivation. Teacher support, involvement, investigation, task orientation, cooperation, and equity were key predictors on motivation. However, student cohesiveness and teacher support were not significant predictors on motivation.