Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 7 (2025)

Understanding the Stigma of Frustrated and Non-Readers and the Perceived Effects on their Motivation

Joevelyn Ligutom | Merlyn Estoque

Discipline: others in psychology

 

Abstract:

This qualitative study investigated the stigma experienced by frustrated and non-reading students in selected public secondary schools and examined its perceived impact on their motivation to read and learn. Grounded in Goffman's Stigma Theory and Deci and Ryan's Self-Determination Theory, the study examined how stigma is internalized and its impact on students' academic behavior and engagement. Thirty-six junior high school students identified as frustrated and non-readers through the Philippine Informal Reading Inventory (Phil-IRI) participated in six focus group discussions (FGD 1–FGD 6). Data were analyzed using Braun and Clarke's (2006) six-phase thematic analysis framework. Findings revealed seven (7) emergent themes describing how stigma is felt: Emotional Pain Rooted in Public Exposure and Judgment, Oral Reading Anxiety, Home-Based Neglect, Criticism, and Resource Limitation, Instructional Insensitivity, Systemic Labeling, Lack of Self-Esteem and Self-Worth, and Disengagement as a Defense Mechanism. These themes capture the emotional toll of stigma as students experience public embarrassment, ridicule, harsh correction, and social labeling—leading to internalized feelings of fear, shame, and inferiority. In terms of its perceived effects on motivation, two (2) emergent themes were identified: Withdrawal and Detachment as Protective Mechanisms and Desire for Individualized and Compassionate Support. While stigma often leads students to avoid reading tasks, disengage from class, or consider dropping out, many also expressed a strong willingness to improve when supported with patient, empathetic, and stigma-free instruction. The study emphasizes the urgent need for stigma-sensitive teaching approaches, emotionally safe classrooms, and supportive interventions that address both the emotional and academic needs of struggling readers. By creating a learning environment where students feel seen, respected, and supported, schools can help re-engage students who are frustrated or struggling with literacy in their development.



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