According to studies, 65 percent of adolescents experience one or more major depressive episodes at some point in their lives. Students who lack or lack intrinsic motivation for learning can be encouraged with external rewards so they can develop that motivation. Rewards that are not necessary will reduce students’ intrinsic motivation to learn. Giving students excessive rewards will therefore lead to psychological dependence. The behavioral allocation of behaviors can be known and understood scientifically thanks to the behaviorism theory in psychology’s research findings.
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How to use rewards and punishments reasonably has become a very important topic as a result of the passage of time, the evolution of history, and the ongoing reinterpretation of educational concepts. Reward and punishment have always played a significant role in teacher preparation and classroom instruction. It has been established that the approach taken in this work offers a reliable way to diagnose TD. When the word vector has 90 dimensions, the results demonstrate that the average F1 value of the weighted word vector method is 81.3 percent. In this study, the activated brain regions are analyzed using data mining (DM) technology to determine whether they are significantly more or less active than the rest of the brain of students who are not experiencing negative emotions.
In order to prevent and treat adolescent depression, this study examines the mechanisms of educational reinforcement and punishment as well as psychological interventions. It has always been a hot topic to discuss how rewards and punishments work in education. Teenage depression, also known as TD, is a common mental illness that is characterized by symptoms such as hopelessness, helplessness, pessimism, depression, and decreased energy.
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