Inequities in learning motivation among school students have been attributed to many factors, among which school environment and family support are important and well documented. Most of these studies have been in culturally different societies, which do not share much commonality with schools and societies of Arab world. Diversity within Arab world countries, with respect to their socioeconomic status, further thins down the possibility of establishing any grounded theories on these aspects, based on relevant literature available from studies conducted in Arab world countries. Schools with sufficient resources and infrastructures, and families without any economic constraints do influence the learners' motivation differently in some Arab countries, and lead to inequity, contrary to other findings elsewhere. A qualitative study was conducted in a boys' boarding school over a period of six years, with an initial pilot study with 12 selectively sampled students to establish the issues to be used for further interviews. The final interviews were conducted with the same 12 students and 54 other selectively sampled students of age ranging between 13 to 18 years. Information was gathered through records of students' academic performance, observation of students' classroom and out of class academic attitudes and interviews with open ended questions about their perception of school and family support. Common themes of perception of lack of belonging and support, from school and family, were prominent reasons for decreasing motivation for learning among these students. Negative perception of school environment induced by isolation emerged as a factor for reduced motivation. A new role of private tutors emerged to be influencing the motivation to learn. Private tutors, parents with less contact time, and disturbed family structure, did negatively affect the students' motivation to learn. Learners who were able to merge themselves with the school system were able to get self motivated. Such merger was influenced by the students' cultural adaptability, involvement of students' family member in the day to day affairs of the student in school and involvement of parents in school affairs and activities. The findings warrant, revision of curriculum and school policies, and social awareness, for affecting student learning motivation.


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