Enhancing motivation for overcoming learning and behavior problems

Current motivational theories underscore the importance of cognitive and affective constructs and generate implications for expanded understanding of psychoeducational problems and practices. Based on such theories and recent experimental work, the authors have been developing frameworks and procedures for identifying and correct-ing motivational problems among students manifesting learning and behavior prob-lems. This paper (1) highlights motivation itself as a problem; (2) suggests times when correction of the motivation problem should be the initial focus of intervention; and (3) describes a framework and specific procedures for enhancing positive motivation and reducing avoidance as key aspects of correcting learning and behavior problems. A common observation is that many students with learning problems are not highly motivated to improve their academic skill deficiencies. Those with severe and pervasive skill problems often develop a generalized pattern of negative attitudes and avoidance behavior toward schools, teachers, class work, books, and so forth. Such avoidance, of course, can additionally disrupt learning. The prob-lem may be compounded if the student finds attractive alternatives to school re-lated learning activities, such as day-dreaming, involvement with peers in dis-ruptive behaviors, and the like. In fact, a significant number of adolescents seem much more motivated by the excitement and sense of competence and self-deter-mination which stems from certain peer interactions (including gangs and the drug culture) than by anything the teacher can offer in the way of a program. For every hard fought success with such students, there are many more whose academic and behavior difficulties remain uncorrected. If a greater number of these students are to be helped, it will be necessary to better understand the role motivation plays in the maintenance and correction of learning and behavior prob-lems. This has been a major focus of our work in recent years. The intent of this paper is to present an evolving frame-work and examples of specific procedures for enhancing positive motivation and re-ducing avoidance