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.
Get full access to this article
View all access options for this article.
References
1.
Achenbach, T.M. (1988). Integrating assessment and taxonomy. In M. Rutter, A.H. Tuma, & I.S. Lann (Eds.), Assessment and diagnosis in child psychopathology (pp. 28–41). New York: Guilford.
2.
Achenbach, T.M., & Edelbrock, C.S. (1983). Taxonomic issues in child psychopathology. In T.H. Ollendick & M. Hersen (Eds.), Handbook of child psychopathology (pp. 65–93). New York: Plenum Press.
3.
Adelman, H.S. (1986). Intervention theory and evaluating efficacy. Evaluation Review, 10, 65–83.
4.
Adelman, H.S. (1989). Prediction and prevention of learning disabilities: Current state of the art and future directions. In L. Bond & B. Compas (Eds.), Primary prevention in the schools (pp. 106–145). Newbury Park, CA: Sage.
5.
Adelman, H.S., Smith, D., Nelson, P., Taylor, L., & Phares, V. (1986). An instrument to assess students' perceived control at school. Educational and Psychological Measurement, 46, 1005–1017.
6.
Adelman, H.S., & Taylor, L. (1983). Learning disabilities in perspective. Glenview, IL: Scott, Foresman.
7.
Adelman, H.S., & Taylor, L. (1985). Toward integrating intervention concepts, research, and practice. In S.I. Pfeiffer (Ed.), Clinical child psychology: An introduction to theory, research, and practice (pp. 57–92). New York: Grune & Stratton.
8.
Adelman, H.S., & Taylor, L. (1986a). Children's reluctance regarding treatment: Incompetence, resistance, or an appropriate response?School Psychology Review, 15, 91–99.
9.
Adelman, H.S., & Taylor, L. (1986b). An introduction to learning disabilities. Glenview, IL: Scott, Foresman.
10.
Allen, V.L., & Greenberger, D.B. (1980). Destruction and perceived control. In A. Baum & J.E. Singer (Eds.), Advances in environmental psychology: Vol. 2, Applications of personal control (pp. 85–109). Hillsdale, NJ: Erlbaum.
11.
Brehm, S.S., & Brehm, J.W. (1981). Psychological reactance: A theory of freedom and control. New York: Academic Press.
12.
Charles, C.M. (1985). Building classroom discipline: From models to practice (2nd ed.). New York: Longman.
13.
Condry, J. (1977). Enemies of exploration: Self-initiated versus other-initiated learning. Journal of Personality and Social Psychology, 35, 459–477.
14.
Deci, E.L. (1975). Intrinsic motivation. New York: Plenum Press.
15.
Deci, E.L. (1980). The psychology of self-determination. Lexington, MA: Lexington Books.
16.
Deci, E.L., & Chandler, C.L. (1986). The importance of motivation for the future of the LD field. Journal of Learning Disabilities, 19, 587–594.
17.
Deci, E.L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1–10.
18.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
19.
Dreger, R.M. (1982). The classification of children and their emotional problems: An overview---II. Clinical Psychology Review, 2, 349–385.
20.
Dreikurs, R., Grunwald, B. B., & Pepper, F.C. (1982). Maintaining sanity in the classroom: Classroom management techniques (2nd ed.). New York: Harper & Row.
21.
Hyman, I., Flanagan, D., & Smith, K. (1982). Discipline in the schools. In C.R. Reynolds & T.B. Gutkin (Eds.), The handbook of school psychology (pp. 454–480). New York: Wiley.
22.
Jones, E., & Nisbett, R. (1972). The actor and the observer: Divergent perceptions of the causes of behavior. In E.E. Jones, D.E. Kanouse, H.H. Kelley, R.E. Nisbett, S. Valens, & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior (pp. 79–94). Morristown, NJ: General Learning Press.
23.
Kaplan, H.B. (1980). Deviant behavior in defense of self. New York: Academic Press.
24.
Knoff, H.M. (1987). School-based interventions for discipline problems. In C.A. Maher & J.E. Zins (Eds.), Psychoeducational interventions in the schools (pp. 118–140). New York: Pergamon.
25.
Lambert, M.J., Shapiro, D. A., & Bergin, A.E. (1986). The effectiveness of psychotherapy. In S.L. Garfield & A.E. Bergin (Eds.), Handbook of psychotherapy and behavior change (3rd ed.). New York: Wiley.
26.
Langer, E.J. (1983). The psychology of control. Beverly Hills, CA: Sage.
27.
Maher, C.A., & Bennett, R.E. (1984). Planning and evaluating special education services. Englewood Cliffs, NJ: Prentice-Hall.
28.
Maher, C.A., & Zins, J.E. (Ed.). (1987). Psychoeducational interventions in the schools. New York: Pergamon.
29.
McGraw, K.O. (1978). The detrimental effects of reward on performance: A literature review and a prediction model. In M.R. Lepper & D. Greene (Eds.), The hidden costs of reward (pp. 33–60). Hillsdale, NJ: Erlbaum.
30.
Miller, D.T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction?Psychological Bulletin, 82, 213–225.
31.
Millman, H.L., Schaefer, C. E., & Cohen, J.J. (1981). Therapies for school behavior problems. San Francisco: Jossey-Bass.
32.
Monson, T.C., & Snyder, M. (1977). Actors, observers, and the attribution process: Toward a reconceptualization. Journal of Experimental Social Psychology, 13, 89–111.
33.
Nichols, B.K. (1985). Self-perception of control and esteem as related to participation in a leadership training program. Unpublished doctoral dissertation, University of California, Los Angeles.
34.
Quay, H.C. (1986). A critical analysis of DSM-III as a taxonomy of psychopathology in childhood and adolescence. In T. Millon & G.L. Klerman (Eds.), Contemporary directions in psychopathology: Toward the DSM-IV (pp. 151–165). New York: Guilford.
35.
Quay, H.C., Routh, D. K., & Shapiro, S.K. (1987). Psychopathology of childhood: From description to validation. Annual Review of Psychology, 38, 491–532.
36.
Quay, H.C., & Werry, J.S. (Ed.). (1986). Psychopathological disorders of childhood (3rd ed.). New York: Wiley.
37.
Rutter, M., & Gould, M. (1985). Classification. In M. Rutter & L. Hersov (Eds.), Child and adolescent psychiatry: Modern approaches (2nd ed., pp. 304–321). Oxford: Blackwell.
38.
Rutter, M., & Tuma, A.H. (1988). Diagnosis and classification: Some outstanding issues. In M. Rutter, A.H. Tuma, & I.S. Lann (Eds.), Assessment and diagnosis in child psychopathology. New York: Guilford.
39.
Ryan, R.M., Connell, J. P., & Deci, E.L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R.E. Ames (Eds.), Research on motivation in education: The classroom milieu (pp. 13–51). New York: Academic Press.
40.
Stipek, D.J., & Weisz, J.R. (1981). Perceived control and children's academic achievement: A review and critique of the locus of control research. Review of Educational Research, 51, 101–137.
41.
Weiner, B. (1980). Human motivation. New York: Holt, Rinehart & Winston.
42.
Weisz, J.R., & Cameron, A.M. (1985). Individual differences in the student's sense of control. In C. Ames & R.E. Ames (Eds.), Research on motivation in education: The classroom milieu (pp. 13–51). New York: Academic Press.
43.
Winett, R.A., Stefanek, M., & Riley, A.W. (1983). Preventive strategies with children and families: Small groups, organizations, communities. In T.H. Ollendick & M. Hersen (Eds.), Handbook of child psychopathology (pp. 485–521). New York: Plenum Press.
