Regional disparities and socioeconomic status in English language learning motivation: Resource amplification and familial compensation in Italian lower secondary schools

This study investigates how regional school contexts mediate the relationship between Economic, Social, and Cultural Status (ESCS) and English language learning motivation in Italy. Using a convergent parallel mixed-methods design, it examines motivational profiles of 200 lower secondary students and perspectives of 10 teachers across resource-rich Northern and structurally disadvantaged Southern contexts. Results reveal a geographical divide: while Northern institutional wealth is associated with amplified family capital, reinforcing motivational gains, Southern parental education shows a compensatory pattern against institutional constraints. Notably, schools in the South act as motivational levellers, neutralizing gender gaps by framing English as a vehicle for mobility. Findings demonstrate that geography mediates family capital conversion into drive, challenging assumptions of uniform ESCS impact and advocating for targeted resources to sustain motivation across diverse territories.