Many children and youth with learning disabilities manifest behavior problems in addition to various learning disorders. Historically, the major focus in the learning disability field has been on behavior modification while largely ignoring the construct of intrinsic motivation. A basic assumption of intrinsic motivation is the student's innate need for feeling competent and self-determining. Adelman reviews the basic constructs underlying intrinsic motivation and discusses their implications for assessment, intervention, and research activities in learning disabilities.
Get full access to this article
View all access options for this article.
References
1.
AdamsJ.S.Inequity in social exchange. In BerkowitzL. (Ed.), Advances in experimental social psychology. (Vol. 2)New York: Academic Press, 1965.
2.
AdelmanH.S.Reinforcing effects of adult nonreaction on expectancy of underachieving boys. Child Development, 1969, 40, 111–122.
3.
AdelmanH.S.Learning problems: Part I. An interactional view of causality. Academic Therapy, 1970–71, 6, 117–123.
4.
AdelmanH.S.Remedial classroom instruction revisited. Journal of Special Education, 1972, 5, 311–322.
5.
AdelmanH.S.Predicting psycho-educational problems in childhood. Behavioral Disorders, in press.
6.
AdelmanH.S.Intrinsic motivations and learning disabilities. Unpublished manuscript, 1976.
7.
AdelmanH.S.TaylorL.L.Learning problems and the Fernald laboratory: Beyond the Fernald techniques. Manuscript submitted for publication, 1976.
8.
AdelmanH.S.TaylorL.L.Two steps toward improving schools for students with (and without) “learning problems”. Journal of Learning Disabilities, 1977, 10, 455–461.
9.
AtkinsonJ.W.An introduction to motivation, Princeton, N. J.: D. Von Nostrand Co., Inc., 1964.
10.
BerlyneD.E.What next? Concluding summary. In DayH.I.BerlyneD.E.HuntD.E. (Eds.), Intrinsic motivation: A new direction in education. Toronto: Holt, Rinehart and Winston of Canada, Limited, 1971.
11.
BrunerJ.S.On knowing: Essays for the left hand. Cambridge, Mass.: Harvard University Press, 1966.
12.
BrunerJ.S.Toward a theory of instruction. Cambridge, Mass: Belknap Press of Harvard University Press, 1966.
13.
CalderB.J.StawB.M.Self-perception of intrinsic motivation. Journal of Personality and Social Psychology, 1975, 31, 599–605.
14.
DeCharmsR.Person causation: The internal affective determinants of behavior. New York: Academic Press, 1968.
15.
DeciE.L.Intrinsic motivation. New York: Plenum Press, 1975.
16.
FestingerL.A theory of cognitive dissonance. New York: Harper & Row, 1957.
17.
HuntJ. McV.Intrinsic motivation and its role in psychological development. Nebraska Symposium on Motivation, 1965, 13, 189–282.
18.
HuntJ. McV.Toward a history of intrinsic motivation. In DayH.I.BerlyneD.E.HuntD.E. (Eds.), Intrinsic motivation: A new direction in education. Toronto: Holt, Rinehart and Winston of Canada, 1971.
19.
IllichI.Deschooling society. New York: Harper and Row, 1971.
20.
JonesE.E.NisbettR.E.The actor and the observer: Divergent perceptions of the causes of behavior. In JonesE.E.KanouseD.E.KelleyH.H.NisbettR.E.ValinsS.WeinerB. (Eds.), Attribution: Perceiving the causes of behavior. Morrison, N. J.: General Learning Press, 1971.
21.
KipnisD.Does power corrupt?Journal of Personality and Social Psychology, 1972, 24, 33–41.
22.
KruglanskiA.W.Attributing trustworthiness in supervisor-worker relations, Journal of Experimental Social Psychology, 1970, 6, 214–232.
23.
LefcourtH.M.Effects of cue explication upon persons maintaining external control expectancies. Journal of Personality and Social Psychology, 1967, 5, 372–378.
24.
LepperM.R.GreeneD.Turning play into work: Effects of adult surveillance and extrinsic rewards on children's intrinsic motivation. Journal of Personality and Social Psychology, 1975, 31, 479–486.
25.
LevineF.M.FasnachtG.Token rewards may lead to token learning. American Psychologist, 1974, 29, 816–820.
26.
LewinK.Field theory in social science. New York: Harper and Row, 1951.
27.
MahoneyM.J.Cognitive and behavior modification. Cambridge: Ballinger Publishing Co., 1974.
MischelPiagetT.: Cognitive conflict and the motivation of thought. In MischelT. (Ed.), Cognitive development and epistemology. New York: Academic Press, 1971.
30.
NotzW.W.Work motivation and the negative effects of extrinsic rewards: A review with implications for theory and practice. American Psychologist, 1975, 30, 884–891.
31.
O'LearyK.D.DrabmanR.Token reinforcement programs in the classroom: A review. Psychogical Bulletin, 1971, 75, 379–398.
32.
OrneM.T.On the social psychology of the psychological experiment: With particular reference to demand characteristics and their implications. American Psychologist, 1962, 17, 776–783.
33.
PerlmuterL.C.MontyR.A.The importance of perceived control: Fact or fantasy?American Scientist, 1977, 65, 759–765.
34.
RobinsonD.N.Harm, offense, and nuisance: Some first steps in the establishment of an ethics of treatment. American Psychologist, 1974, 29, 233–238.
35.
SchragP.DivokyD.The myth of the hyperactive child and other means of child control. New York: Pantheon Books, 1975.
36.
SchultzD.P.The human subject in psychological research. Psychological Bulletin, 1969, 72, 214–228.
37.
SilbermanC.E.Crisis in the classroom: The remaking of American education. New York: Vintage Books, 1970.
38.
SkinnerB.F.Science and human behavior. New York: Free Press, 1953.
39.
SkinnerB.F.Beyond freedom and dignity. New York: Knopf, 1971.
40.
StawB.M.Intrinsic and extrinsic motivation. New York: General Learning Press Module, 1975.
41.
StricklandL.G.Surveillance and trust. Personality, 1958, 26, 200–215.
42.
TaubS.I.DollingerS.J.Reward and purpose as incentives for children differing in locus of control expectancies. Journal of Personality, 1975, 43, 179–195.
43.
VroomV.H.Work and motivation. New York: Wiley, 1964.
44.
WeinerB.Theories of motivation: From mechanism to cognition. Chicago: Markham, 1972.
