Impact Of Classroom Climate On Students’ Academic Engagement And Emotional Well-Being In Public Secondary Schools In District Poonch Azad Kashmir

Abstract

The classroom climate plays a central role in shaping students’ academic and emotional outcomes, particularly in resource-constrained educational settings. This study examined the impact of classroom climate on students’ academic engagement and emotional well-being among public secondary school students in District Poonch, Azad Jammu & Kashmir. A quantitative, cross-sectional survey design was employed, involving a sample of 320 students selected through multistage sampling. Standardized instruments measuring classroom climate, academic engagement (behavioral, emotional, and cognitive), and emotional well-being were administered. Data were analyzed using descriptive statistics, Pearson correlations, multiple regression, and mediation analysis using Hayes’ PROCESS macro. Results revealed that classroom climate was significantly and positively associated with all dimensions of academic engagement and emotional well-being. Regression analyses showed that classroom climate was a strong predictor of behavioral engagement (β = .50), emotional engagement (β = .55), cognitive engagement (β = .47), and emotional well-being (β = .53). Mediation findings indicated that psychological needs satisfaction partially mediated these relationships, supporting Self-Determination Theory. Small differences were observed across gender and school location, but the overall pattern remained consistent. The study concludes that a positive classroom climate is essential for enhancing students’ motivation, engagement, and emotional health. Recommendations include strengthening teacher–student relationships, implementing social-emotional learning practices, and providing professional development for teachers. The findings have significant implications for educational policy and classroom practices within the region.