Is student engagement without classroom social climate possible? A necessary condition analysis

Abstract Student engagement is a critical indicator of learning processes and academic achievement, yet its relationship with Classroom Social Climate (CSC) remains underexplored, particularly in terms of necessity rather than correlation. This study investigates whether CSC constitutes a necessary condition for student engagement in educational settings, utilizing Necessary Condition Analysis (NCA) to examine the roles of teacher emotional support, academic support, and classroom mutual respect. Drawing on data from 759 university students in China, the study reveals that all three CSC dimensions are essential for student engagement, though their necessity varies depending on the level of engagement. Specifically, teacher emotional support is fundamental for initial engagement, while classroom mutual respect becomes increasingly critical as engagement deepens. These findings underscore the importance of fostering an inclusive and supportive classroom environment to promote comprehensive student engagement. The study concludes that targeted interventions addressing these CSC dimensions are crucial for enhancing student engagement, offering actionable insights for educators and policymakers.