MASLOW’S THEORY OF HIERARCHICAL
NEEDS AND
MCCLELLAND’S ACHIEVEMENT
MOTIVATION
SYNOPSES:
v Introduction
v What is motivation
v Definition
v Motivation cycle
v Maslow’s Hierarchy of needs
v Implications of Maslow’s Theory On
Education
v What can Teachers do?
v McClelland’s Achievement Motivation
v Develop achievement motivation
among students
v Achievement Motivation and the
teacher
v Measuring Achievement motivation
Abraham Maslow
1908-1970
·
Abraham Harold Maslow was born on April
1, 1908 in Brooklyn, Newyork.
·
He received his B.A in 1930, his M.A in
1931 and his Ph.D in 1934 all in psychology, all from the university of
Wisconsin.
·
He began teaching full time at Brooklyn
college. Maslow served as the chair of psychology department at brandies from
1951 to 1969.
·
In 1970, he died of a heart attack.
What is
Motivation?
Historically the word
motivation comes from the Latin word ‘movers’
which means
‘To move’ in literal
meaning, we can say that motivation is the process of arousing movement in the
organism.
Definition
‘The term motivation
refers to the arousal of tendency to act to produce one or more effects'. -T.W.AKKINSON
“Motivation is constant,
never ending, fluctuating, and complex and that is an almost universal
characteristics particularly every organism state of affairs’ -A.H.MASLOW
“Motivation
in school learning involves arousing, persisting, sustaining and directing
desirable behavior” -C.F.SKINNER
Motivational
cycle:
§ Need
creates tension in the organization
§ It
set up the goal and activates its efforts to reach the goal.
§ When
it reaches the goal, it is satisfied.
§ Motivation
may be from within or from some external source.
Maslow’s
Hierarchy Of Needs;
§ Dr.
Abraham Maslow synthesized a large body of research resulting in his master
creation, the Hierarchy of needs.
§ This
hierarchy, beautiful in its simplicity, describes the stages of human
development through which each of us passes on the way to becoming fully
functioning, responsible adults ultimately moving towards the pinnacle of
achievement attained by humans.
§ There
are five stages in the hierarchy, which Maslow conceptualized as a pyramid.
§ He
saw everyone beginning life at the bottom level, with only a few reaching the
top.
§ Each
step up the scale represents a major triumph over the challenges of
development, and advancement to the next step is entirely dependent on mastery
of the step before it.
Here
the steps on Maslow’s scale:
1.
PHYSIOLOGICAL NEEDS:
§ At
the physiological level is the need for air, water, nourishment, activity,
good, health, rest and avoidance of pain.
§ A
boy, who is deprived of food, will be motivated to do something to get food. We
in order to motive our children to complete their school assignment, sometimes
deprive them of their privileges like pocket money and freedom to play etc.
Need gratification is better means to motivate children for further work.
2.
SATETY NEEDS:
§ At
the safety and security level the physiological needs have been largely take
care of and the child is confident that they still continue to be taken care
of.
§ He
becomes increasingly interested in finding safe circumstances, stability and
protection.
§ As
an example increasingly interested in finding safe circumstances, stability and
protection.
§ As
an example, he may run to his parent when he sees a dog he doesn’t know. It is
at this level where he develops a need for structure, order, and limits. It is
also here that he develops fears and anxiety.
§ He
may worry about someone breaking into his home.
3.
LOVE AND BELONGINGNESS NEEDS
§ At
the love and belonging level the child needs other to love and provide him with
a sense of belonging.
§ At
this level, some sort of family stability is order for the child to invest love
in someone else.
§ If
his care giving parent dies or is incarcerated and he is placed in a series of
foster homes, he may not attain the feeling of stability required for emotional
investment.
§ If
it appears that no one wants to make a lasting commitment to him, he may unable
to love himself.
§ This
sense of belonging is threatened, when parents divorce. And at this level,
loneliness and social anxiety may become manifest.
4.
SELF-ESTEEM NEEDS:
§ At
the esteem level the child searches for feelings of self-worth. Maslow noted
two versions of the esteem need.
§ One
he saw as of a lower order and the others as of a higher order.
§ The
lower needs for the respect of others. This involves the need for status, fame,
recognition, attention, reputation, appreciation, respect and dominance.
§ The
higher form involves the need to respect one’s self. This includes feelings of
confidence, competence, achievement, mastery, independence and freedom.
§ Clearly
Maslow saw the achievement of self –respect as being more important than
achieving the respect of others.
§ At
this level that low self-esteem and feelings of inferiority may manifest.
§ Maslow,
like many other psychologist, believed that low-esteem was at the root of most
psychological problems.
§ These
above four levels were considered by Maslow to be deficit or instinctual needs.
If the child is deficient at any of the four levels, he becomes highly
compelled to fulfill that need. But if he has all his needs fulfilled at each
level, he feels nothing and at all compelled by them.
§ The
remaining need is growth need able to be acted upon only if the deficiency
needs are fully met.
5.
SELF-ACTUALIZATION NEEDS:
§ At
the self actualization level, the child is a child no longer and has become a
self-fulfilled, fully functioning individual able to accept responsibility for
his own life.
§ At
this level, the individual has come near to achieving his full potential, to be
the person he was born to be. This is the stated goal of the education system.
§ Only
a small percentage of the world’s population is truly, predominantly
self-actualizing.
CHARACTERISTICS
OF SELF-ACTUALIZERS:
§ They
demonstrate an efficient perception of reality and acceptance.
§ They
accept themselves and others.
§ They
show high degree of spontaneity and simplicity.
§ Problem
centered orientation
§ They
appreciated ’basic goods of life’ with continued freshness and pleasure.
§ They
at times show mysticism.
§ Identify
with mankind
§ They
develop deep interpersonal relations with others
§ Democratic
in outlook.
§ Sense
of humour.
§ Creative.
§ Unity.
§ Lawfulness.
§ Self
regulation and full functioning.
§ Desirability.
§ Individuality,
non-comparability.
§ Ease,
lack of strain and joy.
§ Richness.
IMPLICATIONS
OF MASLOW’S THEORY ON EDUCATION
v Obviously,
students who are very hungry or in physical danger will have little
psychological energy to put into learning.
v Schools
and government agencies recognize that if students ‘basic needs are not met,
learning will suffer. They have responded by providing free breakfast and lunch
programs.
v The
most important deficiency needs, however, are love and self-esteem.
v Students
who do not feel that they are loved and they are capable are unlikely to have a
strong motivation to achieve the higher-level growth objectives, such as the
search for knowledge and understanding for their own sake or the creativity
openness to new ideas that are characteristics of the self-actualizing person.
v A
teacher who can put students at ease and make them feel accepted and respected
as individuals is more likely (in Maslow’s view) to help them become eager to
learn for the sake of learning and willing to risk being creative and open to
new ideas.
WHAT
CAN TEACHERS DO?
§ Understand
that each student brings his/her own unique background to the classroom.
§ A
student’s readiness to learn is not solely dependent upon existing knowledge
and skills.
§ We
must develop a relationship with the student in order to determine their
current readiness level.
§ Once
determined, we must develop a strategy to address current needs as well as the
needs in the next level.
§ Create
a safe classroom environment.
§ Develop
rules and procedures which provide a structured environment rich in routine and
shared expectations.
§ Develop
and enforce rules prohibiting sarcastic, degrading. And berating remarks and
comments by students directed at other students.
§ Additionally,
learn to use positive reinforcement instead of negative reinforcement to correct
students behaviors
§ Take
time out to let each student know how well they are doing.
§ Let
students know that you care about them.
§ Although
many of us assume our students know this, it’s not necessarily the case.
§ Let
the students know that you want them to succeed, whether it is to pass your
latest test, or class or graduate from college and get a good job.
§ Let
them know that you appreciated the work they do on class work or a test, or
homework.
§ Take
the time out to explain issues and concerns with them.
§ When
feasible, provide student participation in the decision making process.
§ Opportunities
include scheduling tests, methods for teaching material, and scheduling blocks
of instruction.
§ Although
many issues pertaining to students progress in Maslow’s hierarchy emanate from
outside the school environment, as teacher we are in a position to strongly
influence student outcomes
§ Only
when we address both of the issues will student learning be enhanced and
maximized.
McClelland’s
achievement motivation:
According to David McClelland,
Achievement motivation refers to “The desire to achieve and to avoid failure”.
Achievement is a desire for attaining some specific standard of excellence.
These achievement
motivates depend upon the social, the cultural and economic condition of
society. The individual accepts only this kind of condition or situation for
his desired achievement. McClelland’s achievement motivation is related to the
Maslow’s the need for self actualization and to Murray called the need for
achievement.
The achievement motivation is
developed by the motives of exploration, competence, and self actualization
which are themselves social motives. As far as competence is concerned, it is
determined and activated by internal and external conditions where as in self
actualization such element as respect, self respect, success, love, social
relations, recognition, security, permanence, hunger, thirst and sex desire
play important roles. Achievement motivations include need for success as well
as need to avoid failure.
DEVELOP
ACHIEVEMENT MOTIVATION AMONG STUDENTS:
McClelland and his associates (1965)
studied the conditions under which achievement motivation best develops.
1.Give reasons for developing the motive.
2.
Links the motive to deeds and to daily
events in his life.
3.
Commits himself to concrete goals.
4.
Has honest and warm support.
5.
Engages in self-study.
6.
-to take moderate risks.
7.
-to face the challenges of moderately
difficult tasks.
8.
-to set realistic goals.
9.
–to have confidence in their ability to
handle specific problems.
10.
–to seek feedback on performances.
11.
–to defer gratification.
ACHIEVEMENT
MOTIVATION AND THE TEACHER:
A.
The teacher should encourage at first
whenever the students achieves something, though it is small. Later, the
teacher should reserve reinforcement for the success completion of more complex
tasks.
B.
The teacher can help the students to
become independently self-reinforcing. In other words, the teacher should help
the leaner to self-evaluate and self praise.
C.
The teacher must help the learner
realize the importance of achievement.
D.
The teacher must help the learner
realize the link achieving motive to daily events in his life.
E.
The teacher must help the learner commit
himself to realistic and concrete goals.
F.
The teacher must promptly inform the learner
of his progress.
G.
The teacher must recommend moderate
levels of motivation for both the disturbed child and slow learners. Too much
pressure of achievement causes them to overact and they get disturbed in both
achievement and social relations.
MEASURING
ACHIEVEMENT MOTIVATION:
Achievement motivation is measured
by projective techniques.
In measuring
achievement motivation; test similar to Thematic Apperception Test [T.A.T] is
used. McClelland used the Thematic Apperception Test [T.A.T] devices to measure
the achieving motive. Given a T.A.T picture [let us say, a boy seated at desk
with a book in front of him], the subject [or] individual is given four minutes
for writing a brief story answering the following question.
1.
What is happening?
2.
What has led up to his situation?
3.
What is being thought of?
0 comments:
Post a Comment