University Students’ Viewpoints Toward How Classroom Environment Drives Academic Motivation via Self-Efficacy

<p class="ql-align-justify">The classroom environment plays an important role in shaping students’ academic motivation, particularly through its influence on self-efficacy. This study examines university students’ perceptions of how classroom dynamics, including physical, social, and instructional elements, affected students’ learning motivation, with self-efficacy acting as a mediating factor. Utilizing a mixed-methods approach, data were collected from 384 university students using a 60-item researcher-developed questionnaire and 15 semi-structured interview questions. The quantitative data from the survey questionnaires were analyzed to identify students’ perceptions of classroom environment factors, such as peer collaboration, teacher support, and classroom resources. The qualitative data from the semi-structured interviews offered a deeper understanding of how these elements influence students’ academic motivation through their perceptions of self-efficacy. The findings indicate that a positive classroom environment characterized by supportive teacher–student relationships, inclusive peer interactions, and a well-organized physical setting is associated with higher levels of self-efficacy. The participants emphasized the importance of clear expectations, constructive feedback, and a sense of belonging in fostering their confidence to tackle academic challenges. The results suggest that creating a supportive and engaging classroom environment may contribute to enhancing self-efficacy and, consequently, academic motivation. Accordingly, the findings highlight the need for educators to design classroom settings that prioritize emotional support, collaboration, and active participation. Recommendations for future research include exploring cultural or institutional variations in the relationship between classroom environment, self-efficacy, and motivation.</p>