Abstract

This study examined the effects of students’ perceptions of their classroom learning environment on their motivation to leam in social studies. Setwise multiple regression analyses were employed to determine the effects of psychosocial and learning environment on three different aspects of motivation: achievement motivation, academic self-concept, and social self-concept. Results provide support for the consideration of multiple dimensions of motivations, since several environment variables were found to influence different aspects of motivation. Several classroom environment variables influenced students’ achievement motivation, academic self-concept, and social self-concept. The idea of a relationship between classroom learning environment and student motivation in social studies was supported, with implications for arrangement of the social studies classroom environment.