Environment is thought to have significant psychopathologic influence on the choice of individual behavior (Austin et al 2004). However, research on choice of individual behavior indicates that besides genetic and environmental factors, time plays a substantive role. Time suggests possible solutions by associating certain behaviors with age and understanding the reason for occurrence of the behavior. The place or environment creates signals that can reward or discourage some behaviors (Stone 2004). This means the theory of behavior choice is intertwined with time and environmental factors.
Learners are known to observe behaviors and develop self efficacies. Environment can be used to define place. Learners understand the need to adopt some of the behaviors from the environment in order to survive. This leads to self regulation in the process of learning from the environment (Borgatta & Montgomery 2000). The notion that individuals choose behaviors should be seen in the context of why they choose certain behaviors over others (Hawkins 2002). Research shows that the choices are deliberate responses to the environmental pressure and stage of growth. Individuals struggle to gain mastery in proactivity and behavior choice (Akhtar et al 2011). This makes the individuals get integrated into their social environment which is necessary for survival. Research shows that individuals possess an internal self-system. The systems empower them to have measured control over their thoughts. However, the process of control in tempered with environmental factors and time. Feelings and actions change depending on the environmental situations and the level of development (Akhtar et al 2011). Most young people become vulnerable to the process of transition. This is attributed to strict environments, minimal self-reliant and life experiences (Mathew & Bankston 1999). The change comes with