Taylor L, Adelman H S
School Mental Health Center, Los Angeles Unified School District, CA.
Child Psychiatry Hum Dev. 1990 Summer;20(4):219-33. doi: 10.1007/BF00706015.
Intrinsic motivational constructs relevant to understanding and ameliorating school avoidance are discussed. Specifically, the concepts of self-determination, competence, and relatedness are highlighted in differentiating proactive and reactive avoidance behavior. From this perspective, five groups are described. Intervention implications are illustrated for proactive and reactive school avoiders, with special attention to strategies for the crucial period of transition back to school.
讨论了与理解和改善逃学行为相关的内在动机结构。具体而言，在区分主动和被动逃学行为时，强调了自我决定、能力和关联性的概念。从这个角度描述了五组情况。阐述了针对主动和被动逃学学生的干预意义，特别关注了重返学校关键过渡期的策略。
