Abstract:

The issue of educational inequalities continues to be a priority in national and international education and training systems, especially concerning the difficulties faced by students from low-income families. Equity does not mean that all students have equal outcomes; there can be numerous reasons why some students perform better than others, but these differences should not be the result of the conditions in which students learn (Schleicher, 2019). However, students from low-income families often encounter obstacles in achieving adequate learning outcomes, linked to the economic, cultural, and social resources of their families, the schools they attend, and the local educational environment. In general, poverty is recognized for its negative impact on academic performance, particularly during compulsory education. This influence extends to the motivational development of children and adolescents, with families often prioritizing immediate needs over long-term goals. Understanding how poverty affects motivation is crucial because motivational factors play a key role in well-being, inclusion, and academic success, and it can serve as a key intervention point for addressing and mitigating these challenges (Alivernini et al., 2023).

The present study aims to explore the motivational development of adolescents from low-income families, employing the framework of Self-Determination Theory (Ryan & Deci, 2017) – one of the most widely employed motivational theories in the educational context over the past three decades. The study involved a sample of Italian adolescents officially identified as living below the poverty threshold. The variables investigated pertain to contextual factors recognized by SDT as crucial for the motivational development of students. These factors can serve as protective elements for low-income students. Specifically, the study evaluates the role of “social agents” —including parents, teachers, and classmates—in shaping these trajectories. The research findings suggest that effective strategies to counter the decline in motivation among low-income adolescents should involve increasing autonomy support from parents and teachers. Additionally, fostering a peer environment that encourages acceptance is crucial. Implementing these strategies holds the key to addressing the unique motivational challenges encountered by low-income adolescents, offering tailored interventions to enhance motivation and overall well-being.

Keywords:

Self-Determination Theory, Education, low-income families.