Description: Research on classroom social climate (or classroom social environment) has showed, for more than 30 years, the relevance of using high inference measures (Walberg, 1976; Fraser, 1998), in other words, measures that take into account the perception of the pupils (by opposition to low inference measures which aim at providing "objective" assessments). Student perceptions of social climate seem to allow a better understanding of student behavior, at cognitive and affective (and social) level. Indeed, research usually shows that student perceptions correlate with achievement or school grades, knowledge, etc. (cognitive dimensions) but also - and especially - with emotional and social dimensions such as student attitudes, interest for the taught subject, pleasure or satisfaction felt during class, rate of absenteeism, self-esteem, motivation, etc. (for example Moos & Moos, 1978; Wong, Young & Fraser, 1997).The present study investigates the relations between classroom social environment (as perceived by university students) and motivation for studying. The idea behind the research is that the university climate is also a salient determinant of learning intentions, school attraction and self confidence. The results of a former research project led at the secondary school level (12-13 year old pupils) yield a pronounced correlation between social climate and different facets of motivation (Genoud, 1999). We hope to find similar results in the university context. Methodology: Instruments:- CEU (Climat d'Etudes à l'Université): questionnaire adapted from the College and University Classroom Environment Inventory (CUCEI) (Fraser, 1994). Subscales: Personalization / Involvement / Cohesion / Satisfaction.- EMME (Echelle Multidimensionnelle de la Motivation pour les Etudes): questionnaire adapted from the EMMAS (Ntamakiliro, Monnard & Gurtner, 2000). Subscales: Learning intentions / Self confidence / School attraction / Test anxiety / Work avoidance.Data collection is in progress. We wish to obtain data about students (N > 100) in diverse academic domains. Conclusions: We wish to underline the impact of perceived social climate on motivation. Researchers usually lacks interest in this type of question during higher education, putting forward the reason that adult students are not (or little) sensitive to factors related to the experienced social environment. To the contrary, we believe that social climate in institutions of higher education may also have visible repercussions on the way students see their studies.