Introduction: The Classroom Motivational Climate (CMC) studies how teaching action patterns are related to student motivation. Objective: To investigate student and teacher perceptions of CMC in first-year university classes mediated by technology and analyze possible differences according to the teacher-student ratio. Method: A qualitative methodology was used through a case study design, where 144 students and 18 teachers participated. The instruments used were pedagogical narratives and semi- structured interviews. A content analysis was carried out with a deductive approach. The reliability of the inter-coding process was verified by Krippendorff’s alpha coefficient (α=.84). Results: The most relevant components of CMC according to students and teachers were: affection and emotional support, encouragement of participation, clarity in the organization, use of novelty, frequent use ...

Introduction: The Classroom Motivational Climate (CMC) studies how teaching action patterns are related to student motivation. Objective: To investigate student and teacher perceptions of CMC in first-year university classes mediated by technology and analyze possible differences according to the teacher-student ratio. Method: A qualitative methodology was used through a case study design, where 144 students and 18 teachers participated. The instruments used were pedagogical narratives and semi- structured interviews. A content analysis was carried out with a deductive approach. The reliability of the inter-coding process was verified by Krippendorff’s alpha coefficient (α=.84). Results: The most relevant components of CMC according to students and teachers were: affection and emotional support, encouragement of participation, clarity in the organization, use of novelty, frequent use ...