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Related Experiment Videos

Intrinsic motivation and school misbehavior: some intervention implications.

H S Adelman1, L Taylor

  • 1Department of Psychology, UCLA 90024-1563.

Journal of Learning Disabilities
|November 1, 1990
PubMed
Summary
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This study explores intrinsic motivation's role in understanding deviant behavior. It proposes a framework to distinguish between reactive and proactive misbehavior, offering insights for interventions.

Area of Science:

  • Psychology
  • Behavioral Science

Background:

  • Intrinsic motivation, encompassing self-determination, competence, and relatedness, is crucial for understanding human behavior.
  • Deviant and devious behaviors often stem from complex motivational factors that require nuanced examination.

Purpose of the Study:

  • To highlight the value of intrinsic motivational constructs in identifying the underpinnings of deviant and devious behavior.
  • To develop a schema differentiating intentional misbehavior as either reactive or proactive.
  • To illustrate implications for intervention research and practice from a motivational perspective.

Main Methods:

  • Conceptual analysis integrating theories of self-determination, competence, and relatedness.
  • Development of a theoretical schema to classify intentional misbehavior.

Related Experiment Videos

  • Exploration of motivational implications for intervention strategies.

    • Main Results:

    • Intrinsic motivation constructs provide a valuable lens for analyzing the origins of deviant and devious actions.
    • A clear distinction can be made between reactive (response-driven) and proactive (goal-driven) intentional misbehavior.
    • Motivational insights offer a foundation for designing more effective interventions.

    Conclusions:

    • Understanding intrinsic motivation is key to addressing deviant behavior.
    • The proposed reactive vs. proactive framework aids in tailoring interventions.
    • Further research integrating motivational theory into intervention design is warranted.