School avoidance behavior: motivational bases and implications for intervention.

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.