INVESTIGATING THE IMPACT OF AN EMOTIONALLY SUPPORTIVE CLASSROOM ENVIRONMENT ON STUDENTS’ ATTENTION, REGULARITY, ACADEMIC SUCCESS AND LEARNING MOTIVATION

Abstract

Emotional experiences in the classroom shape how students engage with learning, yet few studies have examined several student outcomes together at the secondary level. This study investigated how an emotionally supportive classroom environment is related to students’ attention, regularity of attendance, academic success and learning motivation. A quantitative, descriptive-correlational survey design was adopted. Using proportionate stratified random sampling, 200 students from grades 9 and 10 were selected from a population. The data were analyzed using frequencies, percentages, means, standard deviations and Pearson correlations. The results showed that students perceived their classrooms as highly supportive and reported high levels of attention, regularity, academic success and motivation. Emotional support was positively and significantly related to all four outcomes, with the strongest links to attention, motivation and academic success and a somewhat weaker link to regularity. The findings suggest that warm, respectful and responsive teaching goes hand in hand with learners who are more attentive, more regular, more successful and more motivated. Because the design is correlational, the results indicate association rather than causation. The study recommends professional development for teachers in emotional support and longitudinal, multi-source research to test the direction of these relationships.