Abstract
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 correcting motivational problems among students manifesting learning and behavior problems. 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.
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