Enhancing Educational Motivation of Rohingya Students in Rohingya Community School Sungai Petani: A Preliminary Study

Abstract

This study focuses on the determinants of academic motivation among Rohingya refugee students at the Rohingya Community School in Sungai Petani, Kedah, Malaysia. Since a vast majority of Rohingya children in Malaysia do not have proper access to formal education (Lee & Hoque, 2024; UNHCR, 2024), the identification of these determinants is crucial. This study integrates Self-Determination Theory (SDT), Social Cognitive Theory (SCT), and Resilience Theory in an attempt to evaluate the impact of autonomy, competence, social support, self-efficacy, and resilience on student motivation. This study employs a quantitative cross-sectional survey design, collecting data from 40 students aged 9-17 through questionnaires. The questionnaire was designed based on the three theories: SDT, SCT and Resilience Theory. The findings indicate that social cognitive factors and resilience both play a more significant role in educational motivation compared to self-determination. It suggests that external support and a safe learning environment play a crucial role in encouraging Rohingya students towards education. The findings offer evidence for focused interventions depending on the unique challenges of Rohingya students. With the incorporation of SDT, SCT, and Resilience Theory, this study offers a multidimensional model expressing psychological needs, social learning processes, and protective resilience factors influencing educational motivation. The results can guide policymakers, NGOs, and educators in developing inclusive education policies and support systems for refugee children excluded from formal education systems, and thus improve their academic engagement and overall well-bein