Assignment 01

Unique no. 743679

Student no.60919965

Question 01

1.1 Motivation
-Motivation has part of the psychological vocabulary for more than century (Chamorro-Premuzic
2011). In its current use,the term ‘motivation’ indicates a complex concept, as can be seen from
a study of the literature on this phenomenon.

Here are some of the accepted definition motivation:

● Motivation is the activation of a person's motivational situation by himself or herself or
another, engendering heightened activity on part of that person as means of realising a
gaol or seat of goals(Very 1979)
● Motivation is a process that influences the direction, persistence, and vigour of goal
directed behaviour (Passer & Smith 2001)
● Motivation is a concept used an explanation or rational for the way a person or an
organism behaves( Mwamwemnda 2014)
● Motivation is a reason why individual behave, think and feel the way they do (Santrock
2013)
As a rule, the term ‘motivation’ refers to needs, goals, and desires that spur or drive an
individual to action. It is apparent from the definition above that motivation has two components,
namely movement, which implies action, and purpose, which determines the direction of
movement. A motive is a want or need that causes us to act(Sternberg 1999),and motivation is
always linked to an objective. Motivation is directed towards the satisfaction of needs and
drives, and if unsatisfied, might generate a state of physiogical and/or psychological
arousal(Chamorro-Premuzic 2011)

1.2 Interpersonal intelligence

People smart the ability to do work comparatively with others in a small group, as well as the
ability to communicate verbally and nonverbally with other people. The learn best through
interaction with other people.

1.3 Emotional maturit​y

Emotional development is not only the adolescent's understanding of emotions but also how to
restrain impulsive expression of feelings, in other words, how to control this or her emotions
(emotional maturity). The control over emotions is due to an increased rationality and an ever
widening frame of reference acquired through new learning experiences.
Examples of the emotional competencies that are important to developed are:
● Being aware that the expression of emotions plays a major role in relationships, for
example knowing that expressing anger towards a friend on a regular basis can harm
the friendship.
 ● Adaptively coping with negative emotions by using self regulatory strategy that reduce
intensity and duration of such emotional states, for example, reducing anger by walking
away from a negative situation and engaging in an activity that takes one's mind off it.
● Understanding that inner emotional states do not have to correspond to outer
expressions, that is, understanding that emotionally expressive behaviour impacts others
and taking this into account in the way one parents oneself, for example, recognising
that one can feel anger, yet manage to stay calm in front of others
● Being aware of one's emotional states without becoming overwhelmed by them, for
example, recognising when one feels sadness, and focusing on coping with the emotion
and getting over it.
● Being able to discern other's emotions, for example recognising when a friend feels
anxious rather than just assuming that he or she is in a bad mood.(Saarni 1999 and
Santrock 2013)

1.4 Street children

The phenomenon of street children is another problem that is closely linked to the
marginalisation of the youth and to youth crime. This problem occurs worldwide and is on the
crime. The first media reports on street children in South Africa appeared towards the end of
1970s(Schurink and TIBA 1998). It is impossible to determine the precise number of street
children in any country in the world (Agnelli 1986). In South Africa, the number of street children
is estimated at 10 000, while the estimate for street children worldwide is about 150 million
(HSRC 2000, NASC 2013).
Defining the street child
There are a number of attempts to define the concept of street children. Local institutions in
South Africa involved with street child as follows (Smit 1993)
● A child who is younger than 18 years whose parents are unfit or incapable to adequately
take care of him or her.
● Who accepts street life as a way of life
Who begs and does odd jobs in an attempt to survive and even resorts to theft and prostitution.

1.5 Body image

Both boys and girls often express dissatisfaction with their body during the adolescence. The
adolescent's body image I'd associated with their sense of self worth and is determined by their
experience of how others see them. Body image is usually linked to a comparison with others
and is also often seen as a ‘social mirror’(Cobb 2010)
Aspects of adolescent's physical development (such as early or late development, asexual
maturation, acne, and/or obesity) are therefore critical factors in the forming of their body image
because these factors change the adolescent's attitude towards their own body. This in turn,
impacts on their self concept and personality development. The new experience of sexual
awareness also raises questions about male and female gender roles,the self and the body in
relation to peers and others. The questions, who am I? And, what do I look like? are therefore
critical factors for self concept of the adolescent.
In general, boys have a more positive body than girls. Facial hair appears to be the single most
important change contributing to boy's sense of self (Papalia& Feldman 2012). For a boy, few
things imply adulthood better than facial(shaving for the first time). For girls, it is usually the
development of breast(buying their first bra).

1.6 Resilience
To describe an adolescent as resilient, the following two criteria must be present:
● Significant adversity​ there must be significant adversity that puts the adolescent at risk
for negative outcome(e.g. suicide, depression, criminal behaviour, etc.). Adversity is
most often understood to mean hardship (e.g. poverty, parental divorce, orphanhood, a
chronically depressed mother, etc.) Or trauma(e.g. being a prisoner of war, rape and
other sexual abuse, a natural disaster such as a flood or earthquake, violent crime).
Positive adjustment ​the adolescent must adapt well to the risk , or show a positive development
that was not expected, given the risk(s) threatening that adolescent. Adapting well differs from
context to context for example adapting well to poverty in a township in South Africa might be
evident in the adolescent's progress at school, but adapting well to poverty in Ethiopia might be
evident in the adolescent's leaving school to help the family farm or earn a living, The other
important issue is that adapting well is dynamic. An adolescent could show resilience in one
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aspect of his or her life,but not in others, or a resilient adolescent might be less resilient as
young adult (Masten and wright 2010).

Question 2
I agree because Urie Bronfenbrenner developed the ecological system theory, in which he
defined development as a function of of the interaction between the development of a person
and environment in which the person lives(Bronfenbrenner 1975). He believes that this is
dynamic process, where all aspects of the environment affect a person and person in turn effect
all aspects of his environment in other words, he explains how everything in a child and its
environment affects how everything in a child and the environment effects how the grow and
develop.
He labelled different aspects or levels of the environment that influence, in particular the
microsystem, the mesosystem, the ecosystem, the macrosystem, and the chronosystem.

● Microsystem- the microsystem​ includes all the face to face interactions in the developing
person's immediate setting, such as family, school,peer group and community. The
people will effect how they will be treated by others. However, each child's special
genetic and biologically influenced personality traits will also affect his others treat
them(Bronfenbrenner 1979). It is the richness of the environment in the microsystem that
is important to the development of the child and the adolescent much of an adolescent's
behaviour is learned in the microsystem. Adolescent risk factors in the microsystem
might include aspects such as domestic violence, divorce parents, negative peer
relations, poverty and substance abuse.
 ● Exosystem:​ describes a larger social system in the child does not function directly and
which is external to the child,but has an effect on the child. For example, if the parent
has a demanding and stressful job, it may affect the way parent interacts with his or her
children at home, this in turn, may have effect on the child.
● Macrosystem: ​the macro system may be considered the outmost level in the child's
environment and comprises cultural values, customs and laws. In this system, the child's
believe,attitudes and traditions are affected. Generally, adolescents who believe in rural
South Africa, are likely to be affected by the values and cultural traditions of the cultural
group that predominantly in that area. Comparisons made across cultures have the
potential to provide important information about the effect of culture on development
(e.g.initiation schools, lobola, and other cultural traditions).
The chronosystem:​ The chronosystem incorporates the dimension of the time as it relates to a
child's environments, for example, the age and time in history in which one lives, that is,the
evolution if the change of the four other systems overtime. In South Africa, the change of the
apartheid government to one of democracy is an example of the chronosystem.

Bronfenbrenner’s theory of ecology development emphasises the importance of understanding

a person in relation to all these contexts. He seeks to provide an unified but highly differentiated
conceptual scheme for describing and interrelating structures and process in both the
immediate and more remote environment as it shapes the course of human development
throughout the life span.
 RESULTS
Total = 38 / 50 (76%)
 COMMENTS
1 Question 1:Look at the mark allocation when answering a question. Give at least one fact per mark.
Answer in your own words. Use a reference to show you are using the prescribed material. Did you
use the prescribed sources? Your answers are vague and make me wonder if you did not use the
internet as a source. Kindly remember not all material on the internet is scientifically correct.