MOTIVATIONAL LANDMARKS OF ADOLESCENTS IN THE CONTEXT OF LIFESTYLE AND SOCIAL REALITY - THEORIES, MODELS, VALUES, AND PRACTICES
MOTIVATIONAL LANDMARKS OF ADOLESCENTS IN THE CONTEXT OF LIFESTYLE AND SOCIAL REALITY - THEORIES, MODELS, VALUES, AND PRACTICES

Summary/Abstract: Students are motivated by the desire to satisfy their personal needs to achieve certain individual goals and aspirations. Motivation can vary according to interactions between internal factors (such as individual needs, interests, and values) and external factors. The most difficult practical problem is to understand the nature and quality of motivation in the classroom. Metaphors can help students understand and integrate information in an easier and more meaningful way. A substantial part of Social Psychology stems from the belief that social behaviors are based on people's perception of reality. Learning styles derive from four bipolar dimensions' (David, 2015, p. 204): extravert-introvert, which refers to the capacity to assimilate and analyze information through social interaction. Adolescence is marked by fluctuating levels of self-esteem and the adoption of different attitudes and styles until it stabilizes in youth and adulthood. Willpower comes into play at this stage, representing the subjective and most crucial aspect of self-regulation. Procrastination is often used as a way to cope with anxiety arising from initiating or completing tasks. The origins of the term can be traced back to the Latin word 'pregetare,' meaning to delay, hesitate, or postpone.

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