Differences in classroom climate (CC) predict students' behavior and learning, but there is no evidence of specific variables potentially responsible for such differences. As school climate, teachers' motivational variables related to students, and students' motivational variables are potential predictors of CC, this study analyzes their predictive role. A total of 5471 students and 263 teachers from 27 schools participated in the study. Multilevel and logistic regression analyses were used to test the mentioned role. School-level variables did not relate to CC, but how two of them are perceived by teachers did (teachers' perception of coworker support, and pupils' attitude). Teachers' motivational variables related to students did not predict CC, though teacher motivational knowledge predicted the relationships in their classrooms between students' mastery orientation and CC. Student goal-orientations and expectancies predicted CC. The identified variables at the teacher and student level potentially responsible for differences in CC have educational implications.

课堂气氛（CC）的差异可以预测学生的行为和学习，但没有证据表明特定变量可能导致这种差异。由于学校氛围、教师与学生相关的动机变量和学生的动机变量是CC的潜在预测因子，本研究分析了它们的预测作用。共有来自27所学校的5471名学生和263名教师参加了研究。多级和逻辑回归分析用于测试上述角色。学校层面的变量与 CC 无关，而是与教师对其中两个变量的看法有关（教师对同事支持的看法和学生的态度）。教师与学生相关的动机变量并不能预测 CC，尽管教师动机知识预测了他们课堂上学生的掌握取向和CC之间的关系。学生的目标导向和期望预测 CC。在教师和学生层面确定的可能导致 CC 差异的变量具有教育意义。