Economic and Psychological Determinants of Educational Outcomes among Children of Migrant Worker Families

Abstract

Parental migration as a form of international labor mobility has become a common household economic strategy, significantly influencing the educational experiences of left-behind children. This study aims to analyze the role of economic and psychological factors in shaping students’ educational experiences and engagement within migrant worker families. A qualitative approach was employed using primary data collected through in-depth interviews with eight students of MTsN 5 Bulukumba whose parents work abroad. Data were analyzed using data reduction, data display, and conclusion drawing techniques, with triangulation applied to ensure data credibility. The findings reveal that remittances play an important role in fulfilling students’ educational needs, but do not directly determine their learning engagement. Instead, psychological conditions resulting from parental separation—such as feelings of longing and emotional loss—have a more dominant influence on students’ motivation. A key finding of this study is that most students prioritize parental presence over economic support, along with the identification of student typologies categorized as economically oriented, psychologically oriented, and balanced. This study highlights that students’ educational experiences are shaped by a multidimensional interaction of economic, psychological, and social factors.