Linking teacher behavioral control and care to students’ academic performance: the mediating role of motivation to learn

Abstract

This study employs self‑determination theory to examine how teachers’ behavioral control and care shape students’ learning outcomes. Specifically, it investigates the influence of key classroom management components on academic performance, with motivation to learn serving as a mediating factor among Business English students at the Industrial University of Ho Chi Minh City (IUH). Using a mixed‑methods approach that integrates qualitative exploration and quantitative analysis, the study evaluates the relationships among teacher behavioral control, teacher care, students’ learning motivation, and their academic achievement. The findings reveal that both aspects of classroom management positively contribute to students’ motivation and academic performance, while motivation to learn also demonstrates a significant positive effect on academic outcomes. Furthermore, the results confirm that motivation to learn partially mediates the connection between classroom management practices and academic performance. Based on these insights, the study offers practical recommendations for educators and administrators to enhance classroom management strategies that foster greater learning motivation and improved academic achievement among Business English students at IUH.