Maslow’s Theory of Growth

Motivation

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Abraham Maslow

Earned a Ph.D. in behavioral psychology

Became interested in the Gestalt

Prepared to become a psychoanalyst

Became interested in anthropology

Determined that most psychologists were ignoring the most important aspects of human existence

Developed the Hierarchy of Needs

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Abraham Maslow

• Concluded that healthy individuals are motivated to seek fulfilling experiences

• Referred to need gratification as the most important single principle underlying all development

- created Hierarchy of Needs to reflect the relative strength of the need.

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Maslow’s Hierarchy of Needs

WATER

FOODOXYGEN

Nurturance Money

acceptance

affection

respect

POTENTIAL

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As a lower-level need becomes

deficient, people will stop trying to

satisfy the higher-level needs.

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Click on each level to find out more. Click the Next button when you are ready to proceed.

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Maslow’s Hierarchy of Needs

Physiological needs are those needs that meet our most basic requirements. These include food, shelter, physical comfort, health, well-being, etc.

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Maslow’s Hierarchy of Needs

Safety needs are those needs that meet our most basic requirements of feeling safe. They include having safe shelter, physical safety, a basic level of nurturance, emotional safety, and for some, money.

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Maslow’s Hierarchy of Needs

Belonging and love needs are the things that make us feel like part of a larger group. They include acceptance and affection.

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Maslow’s Hierarchy of Needs

Esteem needs are those things that make us feel acknowledged, but relative to others. They include perceived respect, awards, raises, bonuses, a better car, a better house – the things that we consider external rewards. We typically based these needs on what others have.

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Maslow’s Hierarchy of Needs

Self-actualization occurs when the need based on our own standard, not on someone else’s. We are now achieving for the sake of personal achievement, not for an external reward. The rewards are internal, and are not predicated by what someone else deems as important.

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Maslow’s hierarchy is not necessarily sequential in nature.

For instance, someone might be in the Esteem level – they have a good job, with plenty of raises, a house in the ‘burbs, a white picket fence, and a dog named Fred. They keep up with their neighbors, the Joneses, just fine.

Facts about the Hierarchy

What if that person is laid off or fired? They may become more concerned with belonging needs.

What if they cannot make their house note? They may become more focused on safety and physiological needs. All of these circumstances keep them distracted from growth.

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NEEDS

• Deficiency needs – motivate people to act when they are unmet to some degree

• Growth need – people constantly strive to satisfy it

• Cognitive needs – such as needs to know and understand

• Aesthetic needs – such as needs for order, symmetry, and harmony

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• Lower level needs should be met to facilitate higher-level functioning.

• Only when the need for self-actualization is activated is a person likely to choose wisely when given the opportunity.

• Encourage growth choices by enhancing attractions and minimizing dangers

Implications

Enhance the dangers

Safety

Minimize the attractions

Enhance the attraction

Growth

Minimize the dangers

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Implications

Enhance the dangers

Safety

Minimize the attractions

Enhance the attraction

Growth

Minimize the dangers

Do you know anyone who does this? How about people with teenagers?

When their kids want to do something “fun”…like go camping on the beach, parents may tend to emphasize the dangers. “Here are all the bad things that can happen…” or “A friend of mine had a daughter and this is what happened to her…”

When they want their kids to go to college, they tend to enhance the attraction. “You can get a better job…” or “People will respect you more…”

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How can we apply Maslow’s hierarchy in the classroom?

Implications in the Classroom

Where will a child be focused if they are afraid of another child?

What if a child is hungry?

What if a child is sick, or has a toothache? Where will his/her attention be?

What if a child never gets the right answer? Where will they be concerned most with?

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How can we apply Maslow’s hierarchy in the classroom?

Implications in the Classroom

Where will a child be focused if they are afraid of another child?

What if a child is hungry?

What if a child is sick, or has a toothache? Where will his/her attention be?

What if a child never gets the right answer? Where will they be concerned most with? The child who never

does well is likely to stay stuck within the levels of belonging and esteem needs.

The child in fear is likely to focus on safety and belonging needs.

The sick child will focus on safety and physiological needs.

A hungry child will be thinking of the physiological need. This is why the school breakfast and lunch programs were created.

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Limitations

• Determining the needs and whether those needs are satisfied

• Needs are perceived – they may be different for each person

• Ability to fulfill needs-you are limited in your ability to do this.

The Roleof

Self-Perception

Self-esteem

Self-efficacy Self-concept

Self-Efficacy Concept

The role of Self-Perception ties into Self-Efficacy and has an influence on motivational factors.

Click on each section to learn more.

The Roleof

Self-Perception

Self-Efficacy Concept

RogersCombs BanduraMaslow

These are the major researchers in the Self-Efficacy concept.

The Roleof

Self-Perception

Self-esteem

Evaluate judgmentsBased on the various parts of the self-concept

Self-esteem is made up of evaluative judgments based on the various parts of the self-concept. My self-concept may simply be “I weigh X amount.” The evaluation is that I am “fat” or “thin.”

Studies by Harter show a moderate correlation between self-esteem and student achievement, however, causality is undetermined.

The Roleof

Self-Perception

Self-efficacy

Organizing / carrying out specific actionsEvaluative judgment about capability

Self-efficacy consists of the organizing and carrying out of specific actions. It includes evaluative judgments about capability.

•“I am good at math.”

•“I am a poor speller.”

•“I cannot do word problems.”

The Roleof

Self-Perception

Non-evaluative picture of selfSeparate parts; hierarchically arranged

Self-concept

Self-concept is the non-evaluative picture of oneself viewed in separate parts, hierarchically arranged.

•“I am a student.”•“I go to UHCL.”•“I have a 3.5 GPA.”

•“I major in chemistry.”•“I have a B in my class.”

•“I am president of my activities committee.”

The Roleof

Self-Efficacy

Choice of Learning

Goals

OutcomeExpectations Attributions

Click on each section to learn more.

The Roleof

Self-Efficacy

Choice of Learning

Goals

Work-avoidant

Ego/social goals

Task-mastery goals

Chosen by people with high self-efficacy

Chosen by people with low self-efficacy

Self-efficacy influences the choice of learning goals. People with higher self-efficacy choose task-mastery goals, that demonstrate technical competence. People with lower self-efficacy focus on Ego/Social Goals.

An example of this might be the cheerleader or jock v. the valedictorian of the class. This, of course, does not preclude a person being all of the above. However, self-efficacy will have an effect in choosing one or the other.

The Roleof

Self-Efficacy

OutcomeExpectations

Higher self-efficacy

•has more positive expectations

Lower self-efficacy•has more negative expectations

Self-efficacy influences one’s expectations of outcomes from oneself. Those with lower self-efficacy have more negative expectations. Those with higher self-efficacy have more more positive expectations.

Think about how this applies back to Maslow’s hierarchy…

The Roleof

Self-Efficacy

Attributions

Higher self-efficacyFailure is due to insufficient effortDo better next timeSuccess is due to ability and effort

Lower self-efficacyFailure is due to lack of abilitySuccess is due to luck or ease of task

We tend to attribute qualities to ourselves based on our self-efficacy…

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Cooperative learning arrangementvs. Competitive or individual learning arrangements

Cooperative• Characterized by students

working together to accomplish shared goals

benefits are mutually shared, and vice versa

• Characterized by a positive interdependence

all groups may receive the same rewards, provided they meet the criteria for mastery

• Basis for motivation: Effort and cooperation; obligation to group

Competitive• Characterized by a negative

interdependence view classmates’ failures as an

advantage winners “deserve” their rewards

because they are inherently “better”

• Basis for motivation: Ability

Individualistic• Characterized by earning rewards

solely on quality of own efforts perception of difficulty based on past

experience with the task

• Basis for motivation: Task effort

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Elements of Cooperative Learning• Group Heterogeneity - comprised of gender, racial, and developmental

variation

• Group Goals/Positive Interdependence - success dependent on each member fulfilling their part

• Promotive Interaction - episodes of peer tutoring, temporary assistance, exchanges of information and material, challenging of each other’s reasoning, feedback, and encouragement to keep one another highly motivated

• Individual Accountability - having the groups score be the sum or average of each student’s scores or having each member responsible for a particular part of the project

• Interpersonal Skills – People develop good communication and negotiation skills.

• Equal Opportunities for Success – Everyone has the opportunity to “win” or do well. There is no norm-referencing, and NO competitive among team members.

• Team Competition – There may be competition between different teams, but it should be fun and fair.

This is the end of the Tutorial.