Motivation, Emotion, and Personality

Interview parents about their perceptions of their children's friends' influence on smoking behaviors.

Conduct a survey asking adolescents about their smoking habits and their friends' attitudes towards smoking.

Analyze existing research papers on the link between peer behavior and adolescent smoking.

Design an experiment where adolescents observe peers refusing or accepting cigarettes in various social settings.

Participation may fulfill the student’s unconscious desire for attention based on past traumas.

Observational learning occurs as the student watches educational videos about effective communication skills.

The student's participation has been positively reinforced through teacher praise or good grades.

Mimicking another student who frequently participates is an example of identification with an aggressive model.

Discouraging reflection on past failures to prevent any impact on their current self-esteem levels.

Advising them to internalize their failures as personal shortcomings without offering coping strategies.

Encouraging observational learning by exposing them to various role models who have overcome similar setbacks.

Promoting the sole reliance on self-efficacy without providing any social support or resources.

Both principles assert that behaviors are adapted based on their consequences or function to aid survival within society.

They both believe that behavior is shaped by the specific physiological structures of the brain.

They both advocate the role played by unconscious drives directly influencing an individual’s actions.

They both propose that all behavior stems from innate genetic predispositions.

Develops a strong sense of self-efficacy and confidence

Overcomes external barriers and achieves success

Believes it has no control over its life and resigns itself to aversive events

Demonstrates a high degree of optimism and resilience

Self-esteem

Self-actualization

Self-concept

Self-efficacy

By rejecting any innate biological contributions to behavior formation.

By discarding conditioning principles central to traditional behaviorism.

By removing environment from consideration in favor of cognition.

By including mental processes as an influence on behavior.

Fate determines what happens to individuals, and they have no control

Individuals can only control certain aspects of their lives, but not others

Individuals can control their fate and what happens in their life

The environment has a greater influence on individuals' lives than they do

It argues that all human actions can be predicted and controlled.

It dismisses the importance of reinforcements in forming behaviors.

It posits that individuals aren't only shaped by their environment but also shape it themselves.

It suggests that behaviors are entirely determined by biological factors.

Perform a cross-sectional study comparing differing schools' rates of detention and suspension in relation to overall achievement data collected at one point in time, which lacks exploration of the temporal dynamics.

Conduct a single case study evaluating responses to a single punitive measure without considering the lack of success in classroom settings and potential generalizability to a broader population.

Utilize a sequential explanatory strategy consisting of a quantitative phase analyzing the effect of specific reinforcements and punishments, followed by a qualitative phase exploring student narratives regarding experiences of failure and attribution styles.

Conduct a longitudinal correlational study studying the associations between perceived teacher support and drop-out rates, but fail to account for causality or the nuances of the learned helplessness phenomenon.