The Views of Students From a Migrant Background on Academic Competition: A Q Methodology Research

Mehmet Irmak

doi:10.71514/jssal/2025.200

Authors

Mehmet Irmak Ministry of National Education of Turkey https://orcid.org/0009-0007-2298-8266

DOI:

https://doi.org/10.71514/jssal/2025.200

Keywords:

Q methodology, immigrant students, academic competition, student perceptions, psychosocial adjustment

Abstract

Increased student diversity with globalization complicates the impact of academic competition on students from a migrant background. This study goes beyond the simple dichotomy of “good” or “bad” competition and examines multi-layered perspectives of students from a migrant background on this phenomenon in depth. The research, conducted with the participation of 20 immigrant middle school students in Turkey, utilized Q methodology. As a result of factor analysis, four different and distinct opinion profiles reflecting students' perceptions of academic competition emerged: (1) Those Who View Competition as a Source of Motivation: A group that perceives competition as a driving force for personal development and emphasizes language proficiency. (2) Those Who Emphasize the Inequalities Created by Competition: Those who believe that competition creates systemic barriers and injustices for migrants. (3) Critics of Elite Competition: Those who argue that competition only benefits certain students and that individual effort is the main determinant. (4) Those Who Prioritize Support and Cooperation: Those who state that cooperation and social support are more valuable than competition for success. The findings show that students from a migrant background are not a homogeneous group and that “one-size-fits-all” approaches are inadequate. This study emphasizes the critical importance of individualized and inclusive education policies that balance competitive elements with collaborative and supportive structures to support both academic achievement and psychosocial well-being.

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