Classroom Environment and Self-Regulation: Their Effect to Students' Engagement

Education

This study investigated the effects of classroom environment and self-regulation on students’ engagement among 158 grade six learners of Sawagan Elementary School and Sampaguita Central Elementary School in Veruela District, Agusan del Sur. Specifically, it examined how various dimensions of the classroom environment such as attitude toward students, autonomy-power sharing, student-student relationships, student interest-motivation, and class organization—and self-regulation components such as goal setting, help seeking, self-study strategies, and managing physical environment relate to behavioral, cognitive, and emotional aspects of students’ engagement. Utilizing a quantitative descriptive-correlational research design, data were gathered through survey questionnaires and analyzed using mean, Pearson correlation, and multiple linear regression. Findings revealed a low positive correlation. Significant relationships were established between classroom environment and student engagement, as well as between self-regulation and student engagement. Furthermore, the study identified goal setting and help seeking, from the self-regulation domain, as specific predictors of engagement. The results emphasize the importance of creating a supportive and well-structured classroom atmosphere and fostering students’ self-regulatory skills to enhance their overall engagement in learning. It is recommended that teachers, school heads, and stakeholders sustain and enhance practices that support effective classroom management and student autonomy. These findings serve as a guide for improving teaching strategies and developing learner-centered programs to promote meaningful student participation and academic success.

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