This study was aimed to investigate the potential negative impact that positive (e.g., praise and rewards) and punitive (e.g., sending students to the office) disciplinary techniques, commonly used within the Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) approach, have on students' prosocial motivation, and how aspects of the Social-Emotional Learning (SEL) approach might mitigate these effects. The study was guided by research and theory in moral reasoning and self-determination. School discipline, school climate, and students' prosocial motivation survey data were gathered from 10,344 fifth through twelfth grade students enrolled in 58 schools implementing SWPBIS. Results of hierarchical linear analyses indicated that the use of positive techniques was associated with an increase in students' intrinsic and extrinsic prosocial motivation whereas the use of punitive techniques was associated with a decrease in intrinsic motivation and an increase in extrinsic motivation. Although the use of SEL techniques and teacher-student relationships were not found to moderate these relationships, post hoc mediational analyses found that the combined use of SEL and positive techniques was related to a stronger sense of intrinsic and extrinsic motivation, particularly when considering the quality of teacher-student relationships. Findings are discussed in light of their implications for educational policy and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]