The aim of this research is to determine the correlation between perceived
class climate, motivation for achievement and school success among elementary
and high school students. The research was conducted on a sample of 400
subjects. The instrument used for class climate survey is an Attitude scale,
created as the combination of two instruments for measuring class climate.
The MOP/D scale was used to survey motivation for achievement. The obtained
results show that the quality of the overall class climate is not high, while
the scores on the three dimensions of the class climate indicate that the
students perceive Class Cohesion as the most favourable one, then the
Teachers? Support and finally the Order and the Organisation. Significant
differences in perceptions of class climate were found concerning age.
Significant differences in perceptions of climate (both in the overall and in
the Teachers? Support dimension) were also found with respect to the gender
of the students. The findings indicate low positive correlations between
perceived class climate and the motivation for achievement, and also between
school success and the motivation for achievement. No correlation was found
between the perceived class climate and school success. More detailed
research shows that the climate dimensions Teachers? Support and Order and
Organisation are significant predictors of the overall motivation for
achievement and the Learning dimension, and that they are positively
correlated. Learning and Persistence, the dimensions of the motivation for
achievement, were found to be significant predictors of school success. A
perceived class climate did not prove to be a significant predictor of school
success, except for the Class Cohesion dimension, only on the subsample of
high school students.