EXAMINING SCHOOL CLIMATE AND ACADEMICS MOTIVATION AMONG ADOLESCENTS: A SYSTEMATIC REVIEW

Abstract

School climate plays a critical role in shaping adolescents’ academic motivation and overall developmental outcomes. This study presents a systematic review of 18 peer-reviewed articles to examine the relationship between school climate and academic motivation among adolescents. Guided by established systematic review procedures, relevant studies published across diverse contexts were identified, screened, and synthesised. The findings consistently indicate that a positive school climate, characterised by supportive teacher-student relationships, peer connectedness, safety, and inclusive practices, significantly enhances students’ intrinsic and extrinsic motivation toward learning. Conversely, negative school environments marked by bullying, discrimination, and lack of support were associated with decreased motivation, disengagement, and poor academic outcomes. The review further highlights the mediating role of psychosocial factors such as self-esteem, sense of belonging, and emotional well-being in strengthening the climate–motivation link. Variations across gender and socio-cultural contexts were also evident, suggesting the need for context-specific interventions. Overall, the study underscores the importance of fostering positive school climates as both an educational and public health priority to improve adolescent motivation, engagement, and long-term outcomes.