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School avoidance behavior: motivational bases and implications for intervention.

L Taylor1, H S Adelman

  • 1School Mental Health Center, Los Angeles Unified School District, CA.

Child Psychiatry and Human Development
|January 1, 1990
PubMed
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This study explores intrinsic motivation to understand and reduce school avoidance. It differentiates proactive and reactive avoidance behaviors, offering intervention strategies for students transitioning back to school.

Area of Science:

  • Educational Psychology
  • Developmental Psychology

Background:

  • School avoidance is a significant issue impacting student well-being and academic success.
  • Understanding the underlying motivational factors is crucial for effective intervention.

Purpose of the Study:

  • To discuss intrinsic motivational constructs relevant to understanding and ameliorating school avoidance.
  • To differentiate proactive and reactive avoidance behaviors using self-determination, competence, and relatedness.
  • To describe five distinct groups based on these motivational constructs.

Main Methods:

  • Conceptual analysis of intrinsic motivational constructs.
  • Delineation of proactive versus reactive school avoidance.
  • Description of five avoidance behavior groups.

Related Experiment Videos

Main Results:

  • Intrinsic motivation, including self-determination, competence, and relatedness, plays a key role in differentiating avoidance behaviors.
  • Five distinct groups of school avoiders are identified based on these constructs.
  • Intervention strategies are proposed for proactive and reactive school avoiders.

Conclusions:

  • Intrinsic motivational factors are central to understanding and addressing school avoidance.
  • Tailored interventions are necessary for different types of school avoiders.
  • Specific strategies are highlighted for supporting students during school transitions.