Cultural influences on learning motivation: a comparative study of informal learning practices among Syrian refugee and Turkish child laborers in Turkey

Abstract

This study investigates the cultural influences on learning motivation and practices among Syrian refugees and Turkish child labourers in Turkey. These children, level 5–9 classes, work in various fields such as agriculture, industry, and public services while attending state secondary and high schools. Using a mixed-methods approach, the researcher conducted a semi-structured interview (N: 30 Syrian refugees and 30 Turkish child labourers) and a survey (N: 200 Syrian refugees and 199 Turkish child labourers) to gather the related data, totalling 399 participants. The theoretical frameworks of cross-cultural psychology, educational theories, and activity theory guide this research. The findings revealed how cultural contexts impact learning motivation and informal learning practices, highlighting distinct differences and similarities between the two groups. This study aims to provide insights into developing culturally responsive educational strategies and support systems that recognize and address the unique needs and experiences of child labourers in Turkey. The findings underscore the importance of considering cultural contexts to enhance learning motivation and practices in informal settings.