Human behavior can be defined in many ways:
Instructors study human behavior to understand learner actions and learning processes.
Personality is the embodiment of personal traits and characteristics of an individual that are set at a very early age and are extremely resistant to change. Personality types are a collection of personality traits that often occur together.
An individual's personality type can be categorized through a personality assessment, providing insights into the preferred style of learning.
The Myers-Briggs Type Indicator (MBTI), developed by Katharine Briggs and Isabel Briggs Myers in 1962, is a widely recognized tool for assessing personality. The MBTI categorizes personalities into 16 distinct types, based on how individuals predominantly use perception and judgment.
The MBTI test can be taken online. Once the personality type is determined, the preferred learning styles can be assessed, enabling instructors to tailor their teaching methods for more effective education.
Links:
Motivation is the driving force that propels individuals toward their goals. It causes learners to engage in hard work and affects their success.
Motivations vary and can be categorized as:
To maintain learners' motivation and dedication, instructors should:
Praise is the expression of approval. It stimulates the reward and pleasure centers of the brain, benefiting learners by providing feedback.
Tips for instructors:
Kind words can be short and easy to speak, but their echoes are truly endless. Mother Teresa
Rewards can motivate learners who have a low interest in a subject, but their effect is often short-lived and doesn't boost intrinsic motivation. Rewards may demotivate if the learner feels coerced by them or if the subject is intrinsically motivating, and the reward is known ahead of time.
Tips for instructors:
Drops in motivation can appear in various ways, such as learners showing up unprepared or indicating a diminished commitment to aviation training.
To boost motivation, instructors should:
Human needs are the things humans require for normal growth and development. These needs can be basic, like the need for food and water, or more intricate, such as the need for recognition and acceptance.
Abraham Maslow developed a pyramid-style model to illustrate human motivations and needs. This model organizes motivations into distinct levels. As individuals fulfill the requirements of one level, they aspire to achieve the next level.
Self-actualized people are characterized by:
Human nature refers to the general psychological characteristics, feelings, and behavioral traits shared by all humans. Because it is human nature to be motivated, it is the instructor's responsibility to facilitate the realization of the learner's potential.
Two systems of thought constantly compete for control over human behaviors that affect decision-making. Familiarity with these systems can assist instructors in recognizing potential pitfalls learners may encounter.
System 1 (Fast) | System 2 (Slow) |
Emotional | Logical |
Automatic | Deliberate |
Unconscious effort | Conscious effort |
Lazy | Calculating |
Impulsive | Self-control |
The first system (fast) is the automatic reaction that individuals have developed through memory and experience. These are automatic "gut reactions" that require little thought or effort.
The average person can quickly and easily solve the following problem.
2 + 2 = X
The second system (slow) relies on logic and reasoning. Individuals rely on System 2 less because it requires effort and time to calculate and reason through a problem. System 2 demands effort, so it is tempting to revert to the relative ease of System 1.
The average person needs to pause and consider an answer to the following problem.
48 × 76 = Y
Defense mechanisms are subconscious reactions that protect a person from anxiety arising from unpleasant situations. The reactions can be biological (due to fear) or psychological (due to unacceptable thoughts or feelings).
Defense mechanisms:
A perceptive instructor can identify defense mechanisms and help a learner by discussing the problem. The goal should be to restore motivation and self-confidence.
Biological defense mechanisms are physiological responses that protect or preserve life. They develop when adrenaline or other chemicals are activated, and physical symptoms such as rapid heart rate and increased blood pressure occur.
Psychological defense mechanisms were introduced by Sigmund Freud (1856–1939).
Psychological defense mechanisms are unconscious mental processes to shield from anxiety and negative emotions. People use these defenses to prevent unacceptable ideas or impulses from entering the conscious mind.
Denial: Refusing to admit the existence or truth about something.
Repression: Restraining thoughts or emotions by placing them into inaccessible areas of the mind.
Displacement: Putting unpleasant feelings somewhere other than where they belong (taking anger out on someone else).
Rationalization: A subconscious technique for justifying actions that otherwise would be unacceptable.
Compensation: Counterbalancing weaknesses by emphasizing strengths in other areas.
Projection: Blaming personal shortcomings, mistakes, and transgressions on someone else.
Reaction Formation: When a person fakes a belief opposite to the actual belief because the actual belief causes anxiety.
Fantasy: When a learner engages in daydreams about how things should be rather than doing anything about how things are.
Stress is the body's response to demands placed upon it. These demands can be either pleasant or unpleasant in nature.
Normal individuals react to stress by:
Abnormal responses to stress include:
Anxiety is mental discomfort that arises from the fear of anything, real or imagined. It is arguably the most influential psychological factor impacting flight instruction.
We feel anxiety so that we don't have to feel pain. We feel pain to help avoid bodily damage. Dr. Jordan B. Peterson
Some people affected by anxiety react appropriately, adequately, and more rapidly than they would without a threat. Others may become hesitant to act or be compelled to do something quickly, even if it is wrong. In more severe cases, chronic anxiety or other anxiety disorders can impair a person's ability to function.
Adverse responses to anxiety can be countered by:
Impatience leads learners to overlook necessary preliminary training and focus only on the end goal. Instructors can correct this by presenting training in incremental steps with clearly defined objectives.
Emotional distress or disinterest obstructs readiness to learn. Concerns specific to flight training should be addressed by instructors.
Temperature, noise, illness, fatigue, or dehydration can distract learners, slowing down their learning rate.
Poorly prepared or contradictory instruction can lead to learner disengagement. Instructors should deliver well-planned instruction that aligns with the learner's level, avoiding distracting mannerisms and condescending behavior, which can hinder learning.
If an instructor suspects that a learner may have a disqualifying psychological issue, it is advisable to seek a second opinion. Arrangements should be made for another instructor who is unfamiliar with the learner to conduct an evaluation flight. If both instructors believe the learner has a psychological deficiency, endorsements and recommendations should be withheld.
A flight instructor who believes a learner may be suffering from a serious psychological abnormality must refrain from instructing that person. Instructors should contact their local FSDO to report hazardous behaviors that affect airmen certification.
Signs of serious psychological abnormalities include:
Link: https://www.faa.gov/about/office_org/field_offices/fsdo/
As individuals grow and develop, they transition from dependence to self-direction in their approach to learning. Since the age of learners can vary, instructors should address the varying levels of self-direction.
The average age of a student pilot is 34.
Adult learners:
When training adults, instructors should:
The professional relationship between the instructor with the learner should be based on a mutual acknowledgment that both are important to each other and are working toward the same objective.
True teaching grows out of the development of an instructor-learner relationship. Mike Thompson (Telling is Not Teaching)