A Study on the Relationships between Classroom Interaction, Learning Motivation and Academic Persistence Intention

Abstract

Classroom interaction, learning motivation and academic persistence intention are core predictors of college students’ academic achievement and sustainable learning growth. This research intends to examine the correlations and underlying internal mechanisms linking the three variables. Questionnaire surveys were distributed to university undergraduates to gather empirical data, which were then processed through systematic quantitative statistical analysis. The empirical results reveal that constructive classroom interaction exerts a significant positive effect on learning motivation. In turn, stronger learning motivation remarkably elevates students’ intention to persist in academic tasks. Further mediation test verifies that learning motivation serves as a vital mediating factor bridging classroom interaction and academic persistence intention. Supported by these statistical conclusions, the study proposes practical instructional strategies: enriching in-class communication to build positive classroom climate, activating students’ internal learning drive, and fostering their long-term academic perseverance. The evidence-based outcomes of this paper offer valuable empirical references for universities to upgrade classroom teaching efficiency and refine student academic management.