Mediating Effect of Classroom Climate in the Relationship Between Academic Adaptability and Student Science Engagement

Abstract

Student science engagement is declining. The significance of the mediating effect of classroom climate on the correlation between academic adaptability student science engagement was examined. Using predictive research design, involving 200 students selected through simple random sampling, and analyzing the data using Mediation analysis, the result showed classroom climate partially and moderately mediates the link between academic adaptability and student science engagement, supporting Social Cognitive Theory. Future studies should explore additional variables and qualitative insights to explain the remaining variance, while educational leaders should strengthen classroom climate programs to further enhance the effect of academic adaptability on student science engagement.