The study aims to investigate the motivation to study among children living in multi-problematic contexts, characterized by a combination of economic and social issues, particularly those related to deviance and delinquency. The area of focus is a region in Campania, Southern Italy, known for the presence of the Camorra, an organized crime structure similar to the Mafia, involving children and families in its delinquent system (1) (2). In this research, motivation is conceptualized as a dynamic and relational force emerging from the interaction between the individual and their environment, and from their perception of the positive and negative valences of the context (3) (4). In a multi-problematic setting, the challenges can particularly generate a sense of fatalism in developing children, leading to low self-determination (5) and self-efficacy (6), factors that can significantly affect their motivation to study. The hypothesis of this research posits that although statistical data correlate school dropout rates with deprived and marginalized contexts (7), motivation is not necessarily dictated by the context. Instead, it might represent an autonomous area of development, with dropout rates being linked to other personal or social factors.It is conceivable that, living within a context governed by criminal logic, children and adolescents may begin to perceive education as less relevant or beneficial for their future. In this regard, the presence of negative role models—adults, family members, peer groups (8) (9)—that achieve success through illegal activities can distort the perception of the value of education. In an environment where organized crime is an everyday experience, children may be drawn to alternative pathways that seem to offer immediate success and rewards, at the expense of long-term investments such as those made in educational and instructional paths. This type of social pressure can be particularly persistent and significant during developmental years, also in terms of primary socialization processes: children interact with each other emulating the behavioral style of their adult role models. In light of these challenges, numerous multidisciplinary studies demonstrate the fruitful relationship between education and crime prevention, highlighting how systemic educational interventions statistically have an incidence in terms of reducing the number of minors recruited by criminal organizations (10). The research thus raises the question: Is it possible to identify a relationship between multi-problematic contexts and the motivation to study? What are the characteristics of an educational intervention capable of effectively supporting the motivation to study among children and adolescents living in such contexts? In line with these research questions, the objective is outlined as exploring the motivation of students from multi-problematic contexts; identifying the characteristics of an educational intervention that can impact the quality of motivation; and isolating potential elements of transferability to similar contexts.

This study is part of a broader project aimed at evaluating the effectiveness of a community initiative named "Integra" in a multi-problematic context. The research is inspired by the Response-to-Intervention (RTI) approach (11) within an integrated research design that includes both quantitative and qualitative data sets. The population consists of 50 children between the ages of 8 and 10 from the Pianura neighborhood, identified through archival research as a multi-problematic context. In this neighborhood, the "Integra" Project (12) (13) is implemented, aiming to counteract youth deviance and delinquency by involving children aged 6 to 13 years. The 50 children are divided into two groups: 25 students from third and fourth grades of a primary school in the area, and another 25 students of the same age participating in the "Integra" educational intervention. The research project comprises three phases: Phase A and C - Assessment During these phases, screening is conducted through the administration of the AMOS 8-15 questionnaire (14). This battery, consisting of validated scales, is used to investigate the motivation in studying. Specifically, the Study Approach Questionnaire (QAS) is administered, where items marked with the letter A explore study motivation, and simultaneously, Questionnaires on Beliefs and Attributions (QC11-QC2f) are used. These questionnaires dissect motivational aspects into four areas: the student's metacognitive theory about the malleability of intelligence, confidence in one's intelligence and abilities, beliefs regarding the study objective, and causal attributions. Phase B - Intervention The intervention involves support activities for teaching within the Integra project. The project was initiated about 20 years ago to counteract distress, deviance, and delinquency in the Phlegraean area of the Campania Region. Over the years, it has involved approximately 2000 children and adolescents (ages 5-13). In this phase, consistent with the RTI approach, monitoring is carried out using quantitative and qualitative tools, considering the following indicators: participation in the project, academic performance, feedback from parents and teachers, and direct feedback from the children.The tools used include checklists, interviews, life stories, and educators' logbooks. In line with the RTI approach, the study includes an evaluation in the follow-up to assess the long-term impact of the intervention on the motivation to study. The children involved in Integra participate in the project continuously over the years.

In alignment with Goal 16 of the Agenda 2030 (15), particularly targets 16.1, 16.6, and 16.7, the research aims to investigate a possible relationship between motivation to study and the multi-problematic context. This presentation is intended to showcase data related to phase A and phase C. Subsequently, the research will continue by integrating the quantitative and qualitative data from phase B to further explore the relationship between motivation and educational intervention. Following this assessment, an attempt will be made to identify the characteristics of an educational intervention that can not only counteract this trend but also provide a replicable model for future initiatives in similar contexts to support the educational processes of children in vulnerable situations.

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