| dc.description.abstract | This study investigates the impact of trauma and displacement on academic motivation,
memory recall, and cognitive performance among displaced (Rohingya and Afghan) and
non-displaced (Bangladeshi) students in Bangladesh. Using a mixed-methods approach, the
research draws on quantitative data from trauma screening, academic motivation scales, and
cognitive tasks, as well as qualitative insights from open-ended survey responses. Results
indicate that while displaced students reported higher trauma levels and unique academic
challenges, they also exhibited comparable or even higher intrinsic motivation compared to their
non-displaced peers. Interestingly, trauma was positively correlated with problem-solving
performance in the displaced group, suggesting potential adaptive responses. Writing emerged as
a key memory aid across groups. However, the recall tasks showed limited correlation with
trauma, possibly due to their decontextualized nature. These findings highlight the complexity of
trauma’s academic impact and the need for inclusive, trauma-informed educational practices.
The study also identifies a research gap in understanding how different forms of trauma manifest
in cognitive outcomes across varying sociopolitical contexts. | en_US |
