The Relationship between Classroom Climate and Academic Self-Efficacy in English Language Course among Students of King Abdullah II Schools for Excellence

Abstract

The study aimed to investigate the relationship between classroom climate and academic self-efficacy in the English language course among the students of King Abdullah II School for Excellence. The study sample consisted of (407) students in the academic year 2012/2013. The researchers built two instruments: one for classroom climate, and another for academic self-efficacy.

The study results revealed that the type of classroom climate prevailing was moderate, and that there was a significant difference in the subscale "the relation between student and teacher" due to school stage. Whereas, no significant differences for the rest of the classroom climate subscales appeared. Moreover, the results revealed significant differences in "task-orientation", and "relationship among students" due to gender in favor of males. There were significant differences in the level of classroom climate as a whole due to gender in favor of males. Furthermore, significant differences were found due to the interaction between gender and school stage.

The results showed tha the level of academic self-efficacy was high and there were no significant differences in the level of academic self-efficacy attributed to gender or school stage. The study results revealed a positive correlation between the level of classroom climate and academic self-efficacy