Maslow

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Maslows Theory of Growth Motivation
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Abraham Maslow
Prepared to become a psychoanalyst
Became interested in the Gestalt
Earned a Ph.D. in behavioral psychology
Developed the Hierarchy of Needs
Became interested in anthropology
Determined that most psychologists were ignoring
the most important aspects of human existence
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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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Maslows Hierarchy of Needs
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Self-Actualization
The lower a need is in the hierarchy, the greater
its strength.
Growth need
POTENTIAL
ESTEEM
As a lower-level need becomes deficient, people
will stop trying to satisfy the higher-level
needs.
respect
affection
Belongingness Love
acceptance
Deficiency needs
SAFETY
Nurturance
Money
FOOD
Physiological
OXYGEN
WATER
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Maslows 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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Maslows 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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Maslows 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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Maslows 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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Maslows Hierarchy of Needs
Self-actualization occurs when the need based on
our own standard, not on someone elses. 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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Facts about the Hierarchy
Maslows 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.
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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Implications

• 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

Enhance the attraction Growth Minimize the dangers
Enhance the dangers Safety Minimize the
attractions
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Implications
Do you know anyone who does this? How about
people with teenagers? When their kids want to
do something funlike 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
Enhance the attraction Growth Minimize the dangers
Enhance the dangers Safety Minimize the
attractions
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Implications in the Classroom
How can we apply Maslows hierarchy in the
classroom?
What if a child never gets the right answer?
Where will they be concerned most with?
Where will a child be focused if they are afraid
of another child?
What if a child is sick, or has a toothache?
Where will his/her attention be?
What if a child is hungry?
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Implications in the Classroom
How can we apply Maslows hierarchy in the
classroom?
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.
Where will a child be focused if they are afraid
of another child?
What if a child is sick, or has a toothache?
Where will his/her attention be?
The child in fear is likely to focus on safety
and belonging needs.
What if a child is hungry?
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.

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The role of Self-Perception ties into
Self-Efficacy and has an influence on
motivational factors.
The Role of Self-Perception
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Rogers Combs Bandura Maslow
Self-Efficacy Concept
The Role of Self-Perception
These are the major researchers in the
Self-Efficacy concept.
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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.

• Evaluate judgments
• Based on the various parts of the self-concept

Self-esteem
The Role of Self-Perception
Studies by Harter show a moderate correlation
between self-esteem and student achievement,
however, causality is undetermined.
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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 Role of Self-Perception
Self-efficacy

• Organizing / carrying out specific actions
• Evaluative judgment about capability

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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 Role of Self-Perception

• Non-evaluative picture of self
• Separate parts hierarchically arranged

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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.
Chosen by people with high self-efficacy
Chosen by people with low self-efficacy
The Role of Self-Efficacy
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.
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Self-efficacy influences ones expectations of
outcomes from oneself. Those with lower
self-efficacy have more negative expectations.
Those with higher self-efficacy have more more
positive expectations.
The Role of Self-Efficacy
Outcome Expectations

• Lower self-efficacy
• has more negative expectations

• Higher self-efficacy
• has more positive expectations

Think about how this applies back to Maslows
hierarchy
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We tend to attribute qualities to ourselves based
on our self-efficacy
The Role of Self-Efficacy

• Lower self-efficacy
• Failure is due to lack of ability
• Success is due to luck or ease of task

Attributions

• Higher self-efficacy
• Failure is due to insufficient effort
• Do better next time
• Success is due to ability and effort

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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
  others reasoning, feedback, and encouragement to
  keep one another highly motivated
• Individual Accountability - having the groups
  score be the sum or average of each students
  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.