ABSTRACT
Without motivation, long-term behaviour change is unlikely to be seen. Many disaffected students have, in effect, given up and have little or no motivation to succeed. An important ingredient in any emotional literacy programme aimed at this cohort of students is that they begin to feel motivated to improve. This section also introduces students to the need for them to be intrinsically motivated: it is not ideal for any student to make changes to their behaviour only because they have been promised a reward. Students who are subject to this external locus of control are unlikely to maintain positive changes once the rewards stop flowing.
