Examining Motivation to Behave Professionally in a Positive Behavior Support Model

Abstract

Much research has been conducted on the impact that student behavior has on school and student outcomes. Loss of instruction, academic failure, and criminal activity have been linked to anti-social behavior in students. Such behaviors were more likely in schools that used a punitive form of behavior management and unclear expectations. Therefore, it is necessary for schools to teach students how to act professionally so that they are prepared for the demands of college and career. Positive Behavior Support (PBS) is a widely used behavior prevention model that has been shown to be effective in reducing behavior problems in schools. It cannot be overlooked that student motivation plays a role in the choices they make during the school day. This study examined the correlation between students’ self-reported motivation and secondary analysis of existing behavioral data. This study found that there was weak to moderate correlation between motivation to behave professionally and actual behavior. Also noteworthy was the correlations between the constructs of Valence, Expectancy, and Instrumentality and actual behavior. The findings suggest that students have stronger correlations with different constructs depending on their behavioral performance.