INTRINSIC MOTIVATION AND SCHOOL MISBEHAVIOR - SOME INTERVENTION IMPLICATIONS

被引：16

作者：

ADELMAN, HS ^{[1
]}

TAYLOR, L ^{[1
]}

机构：

[1] UNIV CALIF LOS ANGELES,SCH MENTAL HLTH PROJECT,LOS ANGELES,CA 90024

来源：

JOURNAL OF LEARNING DISABILITIES | 1990年 / 23卷 / 09期

关键词：

D O I：

10.1177/002221949002300903

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The intrinsic motivational concepts of self-determination, competence, and relatedness to others are highlighted to underscore their value in identifying motivational underpinnings for deviant and devious behavior. These constructs are woven into a working schema to differentiate intentional misbehavior in terms of whether it is reactive or proactive. Finally, from the perspective of such motivational thinking, implications for formal intervention research and experimental practice are illustrated.

引用

页码：541 / 550

页数：10

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