Table of Contents
Summary of the levels of analysis framework
Applying the levels of an analysis framework for studying and learning at university
For a holistic approach towards evaluating human behaviour, levels of analysis are vital in understanding what influences an individual. Such an approach differentiates such influences on three different levels, namely, biological, psychological and social/environmental.
As per Passer, Smith and Norris (2016), the biological level of analysis examines the way bodily functions and brain processes regulate behaviour. At this scale one analysis things such as biochemistry and hormones to search for causes of behaviour inside the inner working of personality. In addition to this, this level also includes factors such as routines, internal forces and motivations, and emotions.
On the other hand, the social/environment level of analysis deals with cultural learning and social environment which influences one’s behaviour. Unlike biological level, this level mainly considers external factors such as friends, culture and even object which can help or inhibit us. This helps to explain the drivers behind consent and conformity of one’s behaviour (Passer, Smith & Norris 2016).
Moreover, the psychological level concentrates on observations of different personality processes in a clinical setting to understand the driving forces behind ones’ behaviour and the subconscious impact of childhood experiences on the individual under consideration.
All 3 of the mentioned levels of analysis are imperative in understanding human behaviour and breaking it down according to different contexts. While the biological level facilitates the understanding of the relationship between behaviour, biochemical factors and genetics, social/environmental level help to examine the way different cultures and social stimuli affect the individual’s behaviour (Passer, Smith & Norris 2016). Furthermore, psychological or cognitive level of analysis allows one to recognize how cognitive function like feelings, memories, thoughts, perceptions, and so on can individual responses and behaviour.
My first year of university was quite unproductive as I did not have an everyday schedule or a routine which can guide me throughout the day. This only led to me being anxious all the time and poor academic performance. In fact, it was thrilling for me to not have a stable schedule and the whole spontaneity of things. Moreover, it was quite demotivating and depressing for me to set out a day to day study schedule. However, the first lecture of subcategory, which dealt with psychological perspectives and understanding human behaviour helped me to understand that the power to change my approach and feel about anything is within me. The lecture included an example of a man asking how can one have a nice day? Which gave me the idea of how I can get excited about things I had to do every single day. I started attending unit gathering which helped me to make new friends and to discuss the tasks with them. This also helped me to actualise the idea, gave me a sense of security and enabled me to trust others and be open about my experience.
Furthermore, my first class was related to identifying what hinders and helps us to study, and of the points which were emphasized was a designated area of study. This exercise also helped me to improve myself, especially since I am a very visually oriented individual and an inviting and repetitive environment helped me to focus and retain information. Everything I sit to study in the same place, it makes me feel as if I know what to do. This approach is in accordance with what Passer, Smith & Norris (2016) mentioned regarding environment stimulus.
Another aspect of my behaviour which was out of coherence was my sleeping patters. The biological factors which were discussed in the tutorial gave me a new understanding of how I can change my behaviour. I started exercising in the evenings which helped me to relieve stress and sleep easily. This also helped me to get proper rest and replenish my body for the next day, and also helped me to implement new steps into my daily routine.
In addition to the required reading of the course, other prescribed reading materials also gave me a better understanding of how I can still improve and become my better self. For instance, Kim (2015) suggested that the only limit to intelligence is what I choose to believe. This gave me an understanding of the growth mindset and how I can apply it in daily practice. Young (2015), also gave me sound insight in the way I can improve my learning by retaining more information. I am planning to apply these approaches in my further learning and will see how it will affect my overall behaviour.
Kim, S. 2015, ‘4 Timeless ways to boost your intelligence’, Pick the Brain, 25 November, viewed 26 June 2020, < https://www.pickthebrain.com/blog/4-timeless-ways-boost-intelligence/>
Passer, MW, Smith, RE & Norris, K. 2016, ‘The science of psychology’, in T Griffin (ed.) 101557: the individual in society, 3rd edn, McGraw-Hill Australia, North Ryde, Australia, pp. 5-34
Young, C. 2015, ‘Don’t forget, the science of memory is key to helping students learn’, The Guardian, 1 December, viewed 26 June 2020, < https://www.theguardian.com/teacher-network/2015/dec/01/dont-forget-science-memory-key-students-learn>
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