Classroom Learning Conditions Predict Academic Performance

Abstract

A great deal is known about how _students'_ psychological characteristics; growth mindset, belonging, grit, and many more relate to students' academic achievement. Much less is known about how the classroom conditions under which students must learn affects their achievement. This study examines how classroom _learning conditions_ relate to students' academic achievement. Specifically we ask how students' experience of their teachers' caring, the feedback they receive to grow as learners, and the meaningfulness of their work relate to their academic achievement, controlling for factors such as prior academic achievement and prior psychological variables (grit, growth mindset, etc.)