This study aimed to examine bullying, achievement motivation, and resilience levels of both Syrian refugee students and Turkish students at an Islamic religion-based high school for boys. The sample included 289 students. One hundred and forty-three (49.50%) of the participants were Syrian and 146 (50.50%) were Turkish students. The mean age of the participants was 16 years (SD = 1.30). This study found that the level of bullying among refugee students was higher, and the level of achievement motivation was lower than for Turkish students. However, there was not a significant difference with regard to resilience scores. In terms of grade level, 9th-grade students reported lower scores of bullying than 10th- and 12th-grade students. The results indicated that bullying, resilience, and the demographic information of nationality (Syrian and Turkish) were significant predictors of achievement motivation. In addition, the relationship of resilience with achievement motivation was the same strength for both groups when separately analysed. These findings may help school counsellors, teachers and administrators to raise awareness in schools about issues such as forced migration and refugee psychology, trauma and its effects, bullying, low motivation, and problems faced by refugee students in general.

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.