Peer Climate Matters for Academic Motivation and Student Functioning in Higher Education

The current study tested a mediational model accounting for the hypothesized sequence of relationships between the perceived peer-created learning climate, academic motivation, and indices of student functioning across two cohorts in a Higher Education setting. Utilizing a total of 373 undergraduate psychology students from two independent samples (cohort 1: n = 172; cohort 2: n = 201), our findings revealed that a perceived peer-autonomy supportive climate significantly and positively related to both types of academic motivation, albeit more strongly for autonomous relative to controlled regulation, and was inversely associated with amotivation. In turn, higher levels of autonomous motivation were strongly related with higher levels of engagement, and lower levels of burnout symptoms among the participants, whereas the inverse was observed for controlled and amotivation. Indirect effects were also found concerning the mediational role of academic motivation, and our findings were replicated across samples ruling out the possibility of a potential cohort effect. Overall, our findings point towards the theoretical and practical significance of peer influence for fostering academic motivation and healthy functioning among students in Higher Education. However, they also highlight the potential of peers to create climates which may, on the face of it, appear autonomy-supportive, but promote more introjected and external reasons for student motivation which, in turn, undermines their psychological functioning. Future research unpacking the complex influence of peer climates on student motivation in Higher Education is needed.