My education, interactions, and other practices in the K-12 system greatly influenced my college and career choice in the psychology field. During this period, I understood the need for a successful future, and my parents made me realize the significance of working hard in school. The high school principal constantly told us that success does not depend on the pursuit of riches and property but on personal happiness, inner peace, and meaningful life experiences. This made me feel that I should choose a career that I feel passionate about so that I gain happiness both while pursuing it and in my future professional life (Amir & McAuliffe, 2020). After combining my experiences and advice given, although future financial success has always been my topmost desire, it is accompanied by the pursuit of the psychology profession, self-respect, hard work, and close relationship with my family members, teachers, and colleagues.
Attributable to my high school exposure to computers and other digital gadgets, I desire to use technological skills to improve the psychology field once I join professional life. In high school, my peers influenced me into a life of many hours online during school holidays. They made me feel like my generation cannot enjoy life without Google, video games, Netflix, YouTube, and social media platforms such as Facebook, Twitter, Instagram, and WhatsApp. Apart from the digital way of life, we value sports, spending leisure time with each other, caring about our health and fitness, and discovering new and valuable experiences. My education and experiences in the K-12 system motivated me to become a psychologist in the future. I look forward to carrying out research, seeking to understand people’s brain functions and behavior, establishing behavioral and psychological problems in clients, identifying disorders, and preparing treatment plans as a psychologist.
Reference
Amir, D., & McAuliffe, K. (2020). Cross-cultural, developmental psychology: Integrating approaches and key insights. Evolution and Human Behavior, 41(5), 430-444. Web.