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

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

NA

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [Google Scholar] [Crossref]

2. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman. [Google Scholar] [Crossref]

3. Chuah, F. L., Tan, S. T., Yeo, J., & Legido-Quigley, H. (2018). The health needs and access barriers among refugees and asylum-seekers in Malaysia: A qualitative study. International Journal for Equity in Health, 17(1), 120. https://doi.org/10.1186/s12939-018-0833-x [Google Scholar] [Crossref]

4. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. [Google Scholar] [Crossref]

5. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 [Google Scholar] [Crossref]

6. Hema, M. (2013). Denied access: Refugees and the right to health and education in Malaysia. Asian Journal of Social Science, 41(4–5), 459–475. [Google Scholar] [Crossref]

7. Ibrahim, A. (2013). Myanmar's Rohingya refugees in Malaysia: Education and the way forward. Jebat: Malaysian Journal of History, Politics & Strategic Studies, 40(2). [Google Scholar] [Crossref]

8. Ismail, S., Awang Hashim, R., & Ramli, A. (2023). Educational challenges among Rohingya refugee children in Malaysia: Access and motivation. Asian Journal of Education and Social Studies, 42(3), 45–57. [Google Scholar] [Crossref]

9. Kudo, M. (2012). Securitization of migration in Malaysia: Refugees and irregular migrants. Journal of International and Area Studies, 19(1), 93–113. [Google Scholar] [Crossref]

10. Lee, H., & Hoque, M. (2024). Education in exile: Rohingya children’s learning in Malaysian community schools. Journal of Refugee Education Studies, 6(1), 15–34. [Google Scholar] [Crossref]

11. Lego, J. (2012). Refugees and the right to education: Malaysia’s stance and practices. Migration and Human Rights Review, 8(2), 45–62. [Google Scholar] [Crossref]

12. Lerch, J., & Buckner, E. (2020). Refugee education and resilience: Global trends and local practices. UNESCO Policy Paper. [Google Scholar] [Crossref]

13. Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. https://doi.org/10.1037/0003-066X.56.3.227 [Google Scholar] [Crossref]

14. Nah, A. M. (2020). Poverty and precarious employment: The case of Rohingya refugee construction workers in Peninsular Malaysia. Humanities and Social Sciences Communications, 7(1), 1–15. https://doi.org/10.1057/s41599-020-00559-2 [Google Scholar] [Crossref]

15. Shohel, M. M. C. (2022). Education in emergencies: Exploring refugee children’s motivation for learning. International Journal of Educational Development, 92, 102635. https://doi.org/10.1016/j.ijedudev.2022.102635 [Google Scholar] [Crossref]

16. UNESCO. (2021). Building resilience in refugee education: Policy guidelines for host countries. United Nations Educational, Scientific and Cultural Organization. [Google Scholar] [Crossref]

17. UNHCR. (2024). Global trends: Forced displacement in 2023. United Nations High Commissioner for Refugees. [Google Scholar] [Crossref]

18. UNHCR Malaysia. (2024). Figures at a glance. United Nations High Commissioner for Refugees Malaysia. [Google Scholar] [Crossref]

19. UNHCR Malaysia. (2024). Education support for refugee children. Retrieved from https://refugeemalaysia.org/support/education/ [Google Scholar] [Crossref]

20. Zhooriyati, N., Rahman, A. A., & Aziz, F. (2021). Refugee education in Malaysia: Policy gaps and community school responses. Malaysian Journal of Learning and Instruction, 18(2), 201–223. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study