ERIC Number: EJ780898
Record Type: Journal
Publication Date: 2007-Nov
Reference Count: 49
Reducing Aggressive Behavior and Increasing Motivation in School: The Evolution of an Intervention to Strengthen School Adjustment
Hudley, Cynthia; Graham, Sandra; Taylor, April
Educational Psychologist, v42 n4 p251-260 Nov 2007
The pervasive links between problem behaviors and school adjustment suggest that effective intervention programs to enhance school adjustment must focus both on decreasing the motivation to aggress and increasing the motivation to achieve. We describe a program of intervention research to improve social behavior and academic motivation in elementary school students organized around principles of attribution theory. Our intervention curriculum initially focused on reducing children's aggression and was then expanded to include enhancing personal responsibility. A series of efficacy and effectiveness studies have demonstrated that children's attributions in both the social and academic domains can be changed with cost-effective, educational strategies. These changes in children's cognitions have reliably produced positive changes in behavior. We conclude with a discussion of the implications of our work for the design of effective interventions.
Descriptors: Educational Strategies, Elementary School Students, Attribution Theory, Intervention, Aggression, Social Behavior, Motivation, Student Adjustment, Adolescents, Behavior Problems, Schemata (Cognition)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Sponsor: Centers for Disease Control and Prevention (DHHS/PHS), Atlanta, GA.
Authoring Institution: N/A