This research measured the effects of students' perceptions of classroom social climate in middle school social studies classes on academic self-concept in social studies. Consisting of 95 females and 90 males, the 185 subjects were eighth graders enrolled in U.S. history courses. Students' perceptions of classroom social climate were measured by the involvement subscale and by the affiliation subscale of the Classroom Environment Scale. Academic self-concept was measured by Academic Self Description Questionnaire II. Statistically significant (p< 05) relationships were found between students' perceptions of classroom social climate and academic self-concept. Evidence of consistent positive relationships between students' perceptions of classroom social climate and academic self-concept was increased. These findings have important implications for promoting academic motivation in secondary social studies classes.
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