Characteristics and viewpoints on causes of procrastination

¶ … Raise Awareness

The interaction of behavior is a dynamic exchange of: past experiences and current circumstances. This communication occurs in a variety of settings: at work, school, in retail, and at home. As this is considered to be any contact with an individual that someone associates with. In most behavioral interchanges, very little commotion occurs. However, in repeated interactions or in one time conversations, behaviors can collide and a heated spectacle can commence. In many instances, an initial behavioral exchange transpires like any everyday occasions, but a series of events in the interaction can lead to a much more intense situation. The ideal outcome of any behavioral interaction is to take into account another's potential experiences (especially when behaviors mingle repeatedly) and treat the contact with empathy. While, reading their behavior to: prevent an escalation when communicating.

Behavior is guided greatly by cues and outcomes (Luque et al. 142). Undergoing a great deal of exploration and study is the causal hypothesis. Under this theory, cues and outcomes are important part in causal behavioral studies. The causal hypothesis, in its most basic definition, determines that associations are combined between: a stimulus (the cue) and a response (the outcome) (Sawa 222). The combination of cues and responses, along with the experiences of an individual, are leading up to the point of interaction with another. This is when behavioral exchanges can be different from one day to the next.

The dynamic interaction of behavior is best evidenced between: a professor and student. The behaviors of both are instigated by: different wants and needs. The professor's behavior is stimulated by: providing information to a student, to learn the subject being studied. A student's cues can range from: an eagerness to learn the information to watching the clock out of boredom from the course. The professor has the unfortunate job of addressing the range of behaviors exhibited by the students.

Nathan Lambert and Andy Miller, in the article, the temporal stability and predictive validity of pupil's causal attributions for difficult classroom behavior, advise that understanding these differences is vital in: such a diverse environment of behaviors. Lambert and Miller cite how: there are barriers that inhibit shared understandings. As these are prodding, the comprehension of causal attributes, to enable all to have a more thorough: perception of the varied circumstances (instigated by the students' and professor's behavior) (600). In the article Predictive behavior and causal learning in animals and humans, Kosuke Sawa encourages everyone to utilize past experiences to predict future behaviors. Sawa explains, "It is particularly important to predict possible future events based on: past experiences and to select appropriate behavior accordingly" (222). Professors can employ past behaviors, to determine what to expect from: students later and to work off of those predicted behaviors. To find, the best approaches; to deal with every student's unique actions. Professors are using predicting behaviors to: encourage a student's retention of the information. They may also apply past experiences on instructions, where students may be uncomfortable with: the content and alter them. This is designed to help students when teaching a specific subject matter. as, they are immensely impacted by: a professor's approach to the subject. If the professor appears to care little for the content, this can cause a student to replicate the same sentiment. However, if a professor is enthusiastic about the information, a student will be more likely to receive the information willingly. In those situations, where a professor is cautious on teaching a specific subject matter, the students may also approach the information with apprehension. With so many dynamics of behavior from students, the response may not always replicate the professor's instructions on the subject. As students may be apathetic to information even with: the most committed and passionate professors. This is because of their desire to be: confrontational, they are tired from the previous night's social activities, or are disinterested (because they are in a class and they do not want to attend).

Another area where a one-on-one interaction is more likely to occur is: between an employer and employee. Causes of behavior for an employee are determined by: the need to maximize employee's production, keep costs down, and increase profits. This behavior triggers the employer to: focus on the employee, in order to accomplish the goals of the employer. Factors contributing to the employer's behavior of pressuring employees to work harder are: when production decreases, profits are not at the desired amount for the company or personal issues at home are being experienced. If the business environment is healthier, the employer's behavior is: more likely to be encouraging and appreciative of the employees.