Year: 2025
Type: article
Abstract: This study investigates motivational learning in South Sudan's conflict-affected educational settings, where widespread conflict, displacement, and pervasive trauma severely impede student engagement and academic persistence. Despite global efforts to improve educational access, a critical gap exists in understanding the specific motivational dynamics within this unique context. Applying expectancy-value, self-efficacy, and self-determination theories, this mixed-methods research explored how socio-economic, cultural, and conflict factors profoundly influence student motivation. Findings revealed notably low intrinsic motivation and academic self-efficacy, alongside high perceived utility and reliance on extrinsic motivation. The study underscored trauma's profound impact on learning, highlighting the critical need for trauma-informed teacher support and culturally responsive pedagogy. This research enriches academic literature on education in fragile states, provides empirical insights for designing effective, context-sensitive interventions, and offers crucial implications for sustainable positive social development and peacebuilding in South Sudan.
DOI: 10.64832/xzkbe524
Author: Gai Chol Paul
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7081967835