The Brain is the most intricate part of the human body. The brain controls how a person’s physical movement, his or her ability to learn, understand. In addition, the brain controls every sensation a person experiences. Chemicals in the brain, neurotransmitters, and neurons in areas within brain allows the brain to understand and react accordingly. The brain maintains every aspect of human body and is the biological source of every motivation a person acts upon and feels. However, there are many sources of motivations, environmental, emotional and different sources are a part of how people find his or her motivation and what influences people to become motivated or on the other hand could have no motivation. The research for this paper will try to explain where motivation comes from, and why one thing can motivate one person, yet another person has no interest also, how motivation and behavior are connected.
Sixty students pursuing a higher level in Educational Psychology and Curriculum for Instruction directed a 16 Personality Factor Test, in 1987, the Myers-Briggs Type Inventory, at the Tennessee Self-Concept Scale,the Motivation Analysis Test and Terman’s Concept Mastery Test. The last test was the dependent variable. Regression examination revealed two important predictors of abstract-critical thinking, one Narcissism the other Self-Sentiment measured by the Motivation Analysis Test, from amid several factors measured by the instruments the students used in their experimentation (National Social Science Association [Hughes, Thomas, M. and Costner, Mary], 1987).
With research limited, especially since it comes to how friendships and pro-social behavior form. Individuals with a similar level of interests that he or she displays in pro social behavior and seem motivated (Wentzel, Barry, & Caldwell, 2004; Wentzel & Caldwell, 1997). Pro-social behavior occurs more often with friends rather than between peers who are not friends (Berndt, 1985; Berndt, Hawkins, & Hoyle, 1986). Adolescents who have friends are likely to be more pro-social actions than are those without friends (McGuire & Weisz, 1982). In addition, similarity of levels of pro-social intentions and pro-social behavior between friends elevates over time over time. Additionally, pro-social behavior is more common between friends than among people who are not friendly toward one another. Children can conceptualize friendships even as involved as interactions like sharing and cooperating (Grindley & Zizzi,2005). The importance of relationships that partially replicates in the adolescents who displays the social skill of making friends often displayother types of additional interest. However, if these relations reflect a process of a friends influence is still in question as noted by Hartup and Stevens (1997), theoretical models to try to explain the development of a friends influence as on another as limited. Nevertheless, some scholars (Barry & Wentzel, 2006) assume a social-learning view to explain this process. One example occurs when an individual might develop a particular behavior or interests afterward and these are enviable characteristics of his or her close friends (Bukowski & Hoza, 1989; Hartup, 1996; Hartup & Stevens, 1997).
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