University students' perceptions of classroom motivational climate and academic self-efficacy
DOI:
https://doi.org/10.12795/revistafuentes.2025.27451Keywords:
Classroom environment, higher education, class size, psychology education, electronic learning, pandemic, motivationAbstract
The closure of educational institutions during the COVID-19 pandemic generated an abrupt transition from face-to-face university teaching to virtual environments.This study explores student perceptions of classroom motivational climate (CMC) and its relationship with academic self-efficacy (ASE) in first-year courses, identifying particular characteristics according to class size (small/large) in synchronous virtual teaching in the aforementioned context. A qualitative approach was used based on interviews with 20 students from university courses with contrasting class sizes (300 vs. 40 students). To verify the reliability of the inter-coding agreement, Krippendorff's alpha coefficient (α = .85) was used. In small classes, students valued the personalization of learning, with a greater emphasis on promoting autonomy and regular feedback. In large classes, organizational clarity, the adaptation of the rhythm of the classroom, and assessment for learning were highlighted. CMC was associated with greater ASE, especially in small classes, where closeness and peer bonding became relevant. The findings highlight the need to design collaborative pedagogical counseling programs to motivate learning in post-pandemic university teaching.
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