NCJ Number
49004
Journal
Crime and Delinquency Volume: 24 Issue: 3 Dated: (JULY 1978) Pages: 322-335
Date Published
1978
Length
14 pages
Annotation
USING CONCEPTS DERIVED FROM MOTIVATIONAL RESEARCH, DELINQUENT BEHAVIOR IN A SCHOOL CONTEXT IS EXAMINED, AND RECOMMENDATIONS FOR AN IMPROVED MOTIVATIONAL SYSTEM IN SCHOOLS ARE PRESENTED.
Abstract
IT IS NOTED THAT THE SYSTEMIC STRUCTURE OF A SCHOOL CAN AIM AT ELICITING THE DESIRED BEHAVIOR FROM STUDENTS THROUGH A VARIETY OF MOTIVATIONAL SCHEMES. THE TWO APPROACHES MOST PREVALENT ARE FORMAL MECHANISMS OF RULES WITH ACCOMPANYING SANCTIONS AND GRADES AND THE CONDITIONING OF STUDENTS TO BELIEVE THAT FUTURE REWARD (WEALTH, SUCCESS, A STATUS JOB) ARE NECESSARILY DEPENDENT ON PRAISEWORTHY SCHOOL PERFORMANCE. A THIRD, AND CONSIDERED RARE, MOTIVATIONAL APPROACH IS TO PROVIDE WITHIN THE PLANNED TEACHING APPROACH A REALISTIC OPPORTUNITY FOR STUDENTS TO ENJOY AND BE ATTRACTED TO THE LEARNING EXPERIENCE ITSELF. THE FIRST TWO MOTIVATIONAL APPROACHES ARE CALLED 'EXTRINSIC' MECHANISMS (RELYING ON BEHAVIORAL PRODS OUTSIDE OF THE LEARNING EXPERIENCE ITSELF) AND THE THIRD APPROACH IS CALLED 'INTRINSIC' MOTIVATION (RELYING ON THE IMMEDIATE ACTIVITY TO MOTIVATE BEHAVIOR BY ITS OWN CHARACTER). EXTRINSIC MOTIVATIONAL MECHANISMS ARE CONSIDERED MOST LIKELY TO SPAWN REACTIONARY DELINQUENCY BECAUSE THE MIND, EMOTIONS, AND PHYSICAL ENERGIES OF THE STUDENTS ARE NOT ABSORBED IN A FULFILLING WAY; THUS, ALTERNATIVE BEHAVIORS EMERGE TO FILL THE NEED FOR CHALLENGE AND EXCITEMENT. THE DISRUPTION OF CLASSES, VANDALISM, AND VIOLENCE IN SCHOOLS ARE BELIEVED TO BE, IN PART, ATTEMPTS BY ADOLESCENTS TO EXPERIENCE EXCITEMENT IN OTHERWISE LIFELESS SCHOOLS. CONCENTRATED EFFORTS AT REACHING STUDENTS AT LEVELS OF INTRINSIC MOTIVATION ARE URGED AS THE MOST EFFECTIVE MEANS OF DRAWING THEM INTO POSITIVE INTELLECTUAL EMOTIONAL DEVELOPMENTAL PROCESSES. BY DEFINITION, ACTIVITIES ELICTING INTRINSIC MOTIVATION ARE TOTALLY ABSORBING, SUCH THAT IN THE IMMEDIATE MOMENT NOTHING ELSE IS NEEDED FOR FULFILLMENT. WHILE SPECIFIC WAYS FOR DOING THIS IN A SCHOOL CONTEXT ARE NOT DEVELOPED, THE CHARACTERISTICS OF AN INTRINSICALLY MOTIVATED EXPERIENCE ARE GIVEN AS FOLLOWS: A PERSON IS CHALLENGED AT A LEVEL MATCHED TO HIS LEVEL OF SKILLS; THERE IS PERCEPTION OF A LEVEL MATCHED TO HIS LEVEL OF SKILLS; THERE IS PERCEPTION OF A CONSTRAINED SET OF POSSIBLE ACTIONS TO BE CHOSEN BY THE ACTOR; THERE ARE CLEARLY DEFINED AND CHALLENGING GOALS; AND THERE ARE OPPORTUNITIES FOR UNAMBIGUOUS FEEDBACK. THE STRUCTURE AND DYNAMICS OF A FORMAL GAME VOLUNTARILY CHOSEN IS CONSIDERED A CLEAR EXAMPLE OF AN INTRINSIC MOTIVATIONAL SYSTEM. AUTHOR ABSTRACT MODIFIED. (RCB)