Previous research identifies numerous effects that a student's motivation has on their educational experience. Studies have shown that the lack of motivation is connected to poorer academic performance and attendance rates and increased behavioral concerns and dropout rates. Therefore, understanding what factors influence students' motivation is crucial in helping students succeed. School climate has been found to have a positive relationship with student motivation. However, less is known about how individual student adjustment may influence the relationship between school climate and student motivation. This study assessed the latent variable of school climate and a mediational effect of student adjustment on the association between school climate and motivation, defined as academic self-efficacy, in a sample of adolescent Latinx students. Results showed the subscales of teacher caring, office disciplinary referrals, and school problems created the variable of school climate. Additionally, student adjustment was a significant mediator between the association of school climate and academic self-efficacy. Results are discussed in the context of the current literature and suggest practical implications for school psychologists and educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]