For, the rich have so many choices to choose from. Whereas, the poor are more aggressive for the poor have lesser choices to pick from. Consequently, the poor will try to force the other side to implement their choice. For example, the rich can choose to eat at the exclusive but costly restaurants because they prefer privacy and restaurant ambience is filled with only a few people. Or, the rich can choose to eat a hurried lunch at the fast food chain Kentucky Fried Chicken. Here, the McDonalds place is bustling tight with people both young and old. Thus, a person who does not have social skills usually ends up behaving aggressively in order to get attention or to get the other person's forced approval. Furthermore, the person that is lesser in social status will be more aggressive because he or she is not after the social status in life but rather what to eat now, what to wear now and where.
According to the journal Journal of Abnormal Child Psychology (Nanale et al., 2004), Homophily is a natural phenomenon. It is the standard situation where people would rather join a group that have similar likes and dislikes as they have. The popular saying "birds of the same feather flock together" explains this. This is generally true with human behavior. Thus, friendship are more solid between friends of the same interest ( prefer NBA, Soccer, poker, girls, drinks and even nightspots) as compared to friendships between relatives and people who are not friends.
Describe how a person's ability to make choices influences aggression, coercive action, and anger in human motivation.
As discussed above, the person that have the ability to make choices will have less aggressive human motivation. In turn, these people are likewise less coercive and angry for they will generally not force their wishes on the other persons. To reiterate, a person who can make choices from many alternative actions is less aggressive than a person who can not make choices due to social status and social skills factors.
According to the article Impact of Social Problem-solving training on aggressive boys: Skill acquisition, behavior change and generalization (Guevremont, 1993). The above human motivation scenario would improve if the subjects or patients were introduced to a social problem-solving training. For, this acquisition of problem -solving skills were proven effective when the children were researched upon in a controlled classroom environment. The study was conducted where the researchers used the tools of direct observation and behavior ratings. The teachers would rate the status in the child's classroom behavior before and after the motivation skills training program. The research proved that there were marked improvements in the children subjects. The findings have shown that all subjects had not the training successfully assimilating problem solving skills making them equal to their peers that have no motivation behavior problems. In fact, one child had acquired problem solving skill acquisition. Also, three subject -children showed moderate behavior change after the training. Last, only one child did not show improvement after the