Adolescent’s physical development
Aspects that facilitate the adolescent’s physical development include self-esteem, growth spurt, personality, and personality. Among the significantly used descriptions of self-esteem is that one of Rosenberg (1965), which defines self-esteem as either positive or negative attitudes towards abilities. Naturally, teenagers in many occasions become dissatisfied by either body sizes, shapes, and weights as they grow. As a result, they will adopt their dieting habits in efforts to purging their bodies to their preferred states (Orth, 2018, p.367). Family dysfunctions such as marital conflicts may affect the adolescents’ self-esteem that results from refraining from consuming certain foods (Orkibi&Ronen, 2019, p.732). Finally, such feeding habits can become chronic, thus leading to the development of various kinds of eating disorders. Self-esteem can be mentioned as being crucial in interaction. Before an individual’s understanding, learning only occurs where the individual perceives new things that reveal new meaning (Bronk&Baumsteiger, 2019, p.4). Thus, using this case, the individual’s view takes and changes to another turn.
Additionally, the learning process is based on an individual’s knowledge; the future learning is their current level determines the individual. In many cases, adolescents view learning like a social activity because it fails to happen in a modest social environment (Gibbs, 2019, p.3). Usually, learning occurs mostly in a complex social environment; thus, it involves people and doesn’t happen at the individual level. As aforementioned, learning is not spontaneous; it, therefore has to be provoked (Bronk&Baumsteiger, 2019, p.6). During the learning process, the learners’ cognitive engagement and motivation are essential. Therefore, a learner should be similarly motivated to manage grasping complex ideas because there is plenty of efforts needed as well.