6.

2 Motivation and Its Role in Teaching Learning

Process?
Motivation

What is motivation and what is its role in the teaching-learning process?

Motivation is regarded as something that forces, compels, and energizes an individual to act
in a specific manner at a particular time to achieve a specific goal.

Motivation is an important factor in the teaching-learning process. some students are highly
motivated to learn while some students are not highly motivated and do not take interest in
school work.at this stage, the teacher must play an effective role to motivate the students to
learn and to achieve the goal.it is the duty of a teacher to go beyond the material and
processes which are used to stimulate and must understand the elements involved in the
motivation to learn.

Case Study:

Ali is a good student in most of the subjects but he freezes in scientific tests and forgets
everything. he knows that when he has to answer questions in class.his parents are
scientists and expect him to become one too but his prospects for this future look like him.
he does not feel competent.his worry and anxiety may lead him to make poor choices and it
makes him more anxious at tests. His teacher noted his anxiety and started discussing with
him that what he was experiencing. he started providing him opportunities for leading him
in different assignments and started praising his work. He also built his confidence in science
subjects by removing his shortage in that subject. soon Ali started achieving good grades in
science subjects too.

Motivation Of a Teacher:
It is real that teachers possess abilities and understanding which can educate college
students to analyze distinct critical matters, but the capacity and ability of every teacher
teaching and motivating college students to analyze aren't identical.

However, the truth is that there may be no magic formulation for motivating college
students to understand and research automatically. Every scholar does now not proportion
the same values, interests, dreams, wants, and needs. So, some college students are
stimulated, and even others are having problems. In addition, their many elements which
might be affecting scholars’ motivation to analyze, inclusive of their interest in exclusive
situation regions, their vanity, their and belief of the benefits in studying such a subject.

Moreover, motivation doesn’t handiest contain students but it focuses teachers as nicely.
An effective trainer possesses the potential of motivation and preference in helping
students to analyze; teachers want to encourage, stimulate and compare the learning
system of every scholar. Hence, this will truly assist the students to recognize, address their
mastering environment, and be motivated to learn.

It is important to recognize that students are motivated in a single manner or any other.
Some college students may be keenly interested in study room concern discussions and
generally earn excessive marks in faculty projects and overall performance; at the same
time as other students may be more fascinated attending extracurricular sports and
becoming a member of some students organizations.

Obviously, now not all difficulties which can be learned in college are necessarily thrilling to
maximum college students, however, these things are very critical for the understanding
development of each student. Thus, it is crucial for all teachers to enhance intrinsic
motivation inside the study room, together with maintaining students’ curiosity so that you
can arouse their interest; instructors should use an expansion of exciting coaching materials
or strategies; teachers need to inspire college students to set up their very own aim and
expectations in lifestyles.
Motivation, therefore, affects the studying behavior of each student and it in the end helps
the scholars to boom their efforts and energy. Usually, when human beings display their
great effort, it leads to them similarly enhancing their performance article Search, which
almost sincerely ends in extra success in existence.

Importance of motivation:

1. it stimulates and facilitates learning activities

2. it controls and diverts student behavior and attitude

3. it gives satisfaction and happiness

4. it incorporates moral and spiritual values in minds of students

General Approaches to motivation:

1. Behavioral Approach

Behaviorist focusses to apply extrinsic motivation caused by punishment or reward. if

students are consistently forced for certain behavior, they may develop habits to act in
different ways.

2. Humanistic Approach:

It deals to encourage students' inner resources, their sense of competence, self-esteem, and
self-actualization.

3. Cognitive Approach:
Cognitive theorists believe that behavior is determined by our thinking not simply rewarded
or punishment.

4. Socio-cultural Approach: it focuses on participation identity and interpersonal

relationships within the community.in other words, pupils learn by the company they keep.

6.3 Factors that Influence Motivation

Motivation is a complex psychological and behavioral event that can be influenced by a

variety of lower-level factors such as needs, instincts, arousal, and drives.

Motivations often originate from unsatisfied needs, which can be physical or

psychological. An instinct is a biological, innate tendency to perform a certain behavior
that leads to the fulfillment of a need. Since instincts are not based on experience, all
people share the same basic instincts. For example, infants are born with the instinct to
seek out a nipple for feeding and to suck, which originates from the physiological need for
nourishment.

Another major factor in the development of motivation is arousal, physiological and

psychological tension. High arousal triggers attempts to return to an ideal and more
comfortable level of arousal. Drives are urges to perform certain behaviors in order to
resolve physiological arousal when that arousal is caused by the biological needs of the
organism. Many drives contribute to the maintenance of physiological homeostasis. One
prominent example of drive is thirst. Much like hormonal processes, thirst operates as
a negative feedback system. When the body is dehydrated, thirst increases, which
increases the drive to drink water in order to regulate blood osmolarity. This process is
triggered by changes in blood volume and communication between the kidney and the
brain. Once water intake has occurred, homeostasis is achieved, and the drive to drink is
reduced.

Key Points

• A motivation is a complex psychological and behavioral event that can be influenced by

a variety of lower-level factors such as needs, instincts, arousal, and drives.
• Motivations often originate from unsatisfied needs, which can be physical or
psychological.

• Major factors in the development of motivation include needs, instincts, arousals, and
drives.

Key Terms

motivation: a psychological factor that provides a directional force or reason for behavior

need: a psychological feature that arouses an organism to action toward a goal, giving
purpose and direction to behavior

instinct: a basic biological drive (e.g., hunger, thirst, sex, aggression) that must be fulfilled
in order to maintain physical and psychological equilibrium

drive: an urge to perform certain behaviors in order to resolve physiological arousal when
that arousal is caused by the biological needs of the organism

arousal: physiological and psychological tension

negative feedback system: used to maintain homeostasis and achieve the set point within
a system. They are characterized by their ability to either increase or decrease a stimulus,
inhibiting the ability of the stimulus to continue as it did prior to sensing of the receptor

6.1 Definition and Types of Motivation: Intrinsic

and Extrinsic Motivation
Motivation can be defined as a reason (or reasons) which leads an individual to act in a
certain way. The phenomenon of motivation isn’t limited to just humans, and occurs in
every organism living. The reasons might not always be the same between two individuals
acting in a certain way, but almost every action is directed by certain motivation.
[Related Reading: Motivational Cycle]
Motivation can be further divided into two different types.

 Intrinsic Motivation
 Extrinsic Motivation
Both kinds of motivation take part equally in a day-to-day life of an individual, and there are
basic similarities and differences between the two. Let’s first discuss the differences.
 Differences between Intrinsic Motivation and Extrinsic Motivation

Intrinsic Motivation Extrinsic Motivation

Whenever an individual performs an action or behavior

The act of being motivated by internal factors to because the individual is affected by the eternal factors such
perform certain actions and behavior is as rewards or punishments, such form of motivation is
called Intrinsic Motivation. called Extrinsic Motivation.

There is neither pressure nor any sort of reward

for the actions you perform due to intrinsic You get rewarded as promised for the actions you perform
motivation. due to extrinsic motivation.

The needs or causes that lead to intrinsic

motivation are:
 Autonomy: the need to have
complete control over one’s own
life. The needs or causes that lead to extrinsic motivation (and
 Relatedness: the need to maintain not limited to) are:
companionship or connection with  Money
others.  Praise
 Competence: the need to do be the  Competition
best and/or succeed.  Threat of a punishment

Intrinsic incentives are hard to figure. In a class or Extrinsic incentives can be used to motivate a whole group,
workplace, different individuals will/might require thus increasing productivity in workplace or creating a better
different approaches. learning environment in classrooms.

Fostering intrinsic motivation can be a lengthy Extrinsic Motivation often occur instantly as soon as the
process, requiring special treatment. subject understands the perks of performing certain actions.

Extrinsic Motivation might only occur for limited period of

Intrinsic Motivation lasts for longer periods and time, and the individual stops performing actions after the
often leads to higher level of success. punishment or reward is applied.

Example 1: A student attends guitar classes

because he wanted to. Whether he was inspired Example 1: A student attends guitar classes because his
by some rockstars or just enjoyed the idea of parents promise to double his allowance money.
playing in front of a crowd, this sort of motivation In the above example, the chances of the student learning
is classified as intrinsic motivation. guitar efficiently is quite low, as the student only seeks an
In the above example, there is a higher chance for excuse to quit. Additionally, the student is most likely to give
a student to carry on playing guitar and reach up playing guitar if the allowance money isn’t doubled as
stardom in the years to come. promised.

Example 2: A group of students might not all get Example 2: A group of students could be persuaded with the
intrinsically motivated, which could hamper class promise of rewards, or even motivated under the fear of
Intrinsic Motivation Extrinsic Motivation

punishment. Regardless of the matter of motivation, the

whole class would perform well increasing the overall
productivity. productivity.
Similarities between Intrinsic Motivation and Extrinsic Motivation
Both Intrinsic and Extrinsic motivation have their own sets of advantages and disadvantages.
There is no saying which among them is more beneficial, as it largely depends on the
situation and the individuals being motivated. The techniques applied are different, time
duration required for each type of motivation to kick in is different, and so are the results.
However, at the core, the major purpose of both kinds of motivation remains the same.
The ultimate goal is to motivate an individual to get the job done.
In conclusion, both types of motivation are required for an organism leading the organism in
completing the goals.

6.5 Strategies to Motivate Students in the Classroom

Children, those with and without special needs, often suffer from a lack of motivation when
it comes to learning. This lack of motivation can impact the students in the classroom in
many ways. Developing strategies to address the student’s lack of motivation is vital to
school success. Motivation comes in two forms: intrinsic motivation and extrinsic
motivation. Intrinsically motivated students are naturally motivated to do their work.
Extrinsically motivated students are motivated by external rewards.

The following are some ideas for motivating students:

 Build relationships with your students. You will be able to better understand their
learning needs and, therefore, tailor your instruction when you know more about
your students. Showing a personal interest in your students will also inspire their
trust in you and make it more likely that they will be open to learning new material
without the fear of failure.
 Use examples as often as possible. Many students want to see a finished product so
that they fully understand what is expected of them. This will help them to be more
confident as they learn new concepts thus increasing their motivation to learn.
 When possible, hand over control to the student. If students have control they are
much more likely to be committed to the lesson. Offer students choices of how the
 material will be presented and what type of activities they would like to engage in
for reinforcement of the lessons. Ask the students for input regarding the methods
by which they learn best. This will help you to offer differentiated instruction to the
students that require different methodologies. It also helps the students to know
that you care about them and are willing to do your part in their success.
 Use all types of technology available to you. We are living in the age of technology
and students are learning to use it at very early ages. Lessons presented to students
via computers, Smartboards, Ipads etc will help even the most distractible student
attend because they view these devices as something fun and “cool” as opposed to
learning from books alone.
 Provide specific praise to students for little things and big things. Display their work
around the classroom and mention it to classroom visitors. Tell the students how
proud you are of them when they learn a new concept that you know they had
difficulty understanding. Recognize when one student does something kind for
another student. Recognize the class when they have followed the classroom rules
for a day or week. Send POSITIVE notes home to the parents and make sure that the
student knows that you are doing so.
 Set up a token or points system. Many students require external rewards for
motivation. There are those that may think of this as “bribery” and thus,
undesirable. The reality of it is that we all work for external rewards; we just call it a
paycheck. Also, rewards give students something tangible to remind them of an
accomplishment.
 Show your creativity. The use of games as a reinforcer for learned material is fun for
the students, especially if there is a prize at the end for the winners. Using visual aids
such as colorful charts, diagrams and videos can be motivating. Create a classroom
that is exciting by using posters, seasonal themes and displays of student work.
 Establish Routines. Many students need to know what to expect when they walk
into a classroom. This provides them comfort and a sense of control. When students
feel comfortable and in control, they are much more motivated and open to
learning.
 Be Expressive and Smile. Greet the students with a smile everyday and tell them
that you are glad to see them. When you appear happy and motivated then your
students will respond in kind.

6.4 Maslow’s Hierarchy Of Needs

Key Takeaways

 Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-

tier model of human needs, often depicted as hierarchical levels within a pyramid.

 The five levels of the hierarchy are physiological, safety, love/belonging, esteem, and
self-actualization.

 Lower-level basic needs like food, water, and safety must be met first before higher
needs can be fulfilled.

 Few people are believed to reach the level of self-actualization, but we can all have
moments of peak experiences.

 The order of the levels is not completely fixed. For some, esteem outweighs love,
while others may self-actualize despite poverty. Our behaviors are usually
motivated by multiple needs simultaneously.

 Applications include workplace motivation, education, counseling, and nursing.

 What Is Maslow’s Hierarchy Of Needs?
According to Maslow (1943, 1954), human needs were arranged in a hierarchy, with
physiological (survival) needs at the bottom, and the more creative and intellectually
oriented ‘self-actualization’ needs at the top.

Maslow argued that survival needs must be satisfied before the individual can satisfy the
higher needs. The higher up the hierarchy, the more difficult it is to satisfy the needs
associated with that stage, because of the interpersonal and environmental barriers that
inevitably frustrate us.

Higher needs become increasingly psychological and long-term rather than physiological
and short-term, as in the lower survival-related needs.

1. Physiological needs are biological requirements for human survival, e.g., air, food,
drink, shelter, clothing, warmth, sex, and sleep.
Our most basic need is for physical survival, and this will be the first thing that motivates our
behavior. Once that level is fulfilled, the next level up is what motivates us, and so on.

The human body cannot function optimally if physiological needs are not satisfied. Maslow
considered physiological needs the most important as all the other needs become
secondary until these needs are met.

Once an individual’s physiological needs are satisfied, the need for security and safety
becomes salient.

2. Safety needs – people want to experience order, predictability, and control in their
lives.
Safety needs can be fulfilled by the family and society (e.g., police, schools, business, and
medical care).

For example, emotional security, financial security (e.g., employment, social welfare), law
and order, freedom from fear, social stability, property, health, and wellbeing (e.g., safety
against accidents and injury).

After physiological and safety needs have been fulfilled, the third level of human needs is
social and involves feelings of belongingness.

3. Love and belongingness needs refers to a human emotional need for interpersonal
relationships, affiliating, connectedness, and being part of a group.
Examples of belongingness needs include friendship, intimacy, trust, acceptance, receiving
and giving affection, and love.
This need is especially strong in childhood and can override the need for safety, as
witnessed in children who cling to abusive parents.

4. Esteem needs are the fourth level in Maslow’s hierarchy and include self-worth,
accomplishment, and respect.
Maslow classified esteem needs into two categories: (i) esteem for oneself (dignity,
achievement, mastery, independence) and (ii) the desire for reputation or respect from
others (e.g., status, prestige).

Esteem presents the typical human desire to be accepted and valued by others. People
often engage in a profession or hobby to gain recognition. These activities give the person a
sense of contribution or value.

Low self-esteem or an inferiority complex may result from imbalances during this level in
the hierarchy.

Maslow indicated that the need for respect or reputation is most important for children and
adolescents and precedes real self-esteem or dignity.

5. Self-actualization needs are the highest level in Maslow’s hierarchy, and refer to the
realization of a person’s potential, self-fulfillment, seeking personal growth, and peak
experiences.
This level of need refers to what a person’s full potential is and the realization of that
potential.

Maslow (1943, 1987, p. 64) describes this level as the desire to accomplish everything that
one can, and “to become everything one is capable of becoming”.

Individuals may perceive or focus on this need very specifically. For example, one individual
may have a strong desire to become an ideal parent.

In another, the desire may be expressed athletically. For others, it may be expressed in
paintings, pictures, or inventions.

Although Maslow did not believe that many of us could achieve true self-actualization, he
did believe that all of us experience transitory moments (known as ‘peak experiences’) of
self-actualization.

Such moments, associated with personally significant events such as childbirth, sporting
achievement and examination success), are difficult to achieve and maintain consistently.
Maslow posited that human needs are arranged in a hierarchy:

“It is quite true that man lives by bread alone — when there is no bread. But what happens
to man’s desires when there is plenty of bread and when his belly is chronically filled?

At once other (and “higher”) needs emerge and these, rather than physiological hungers,
dominate the organism. And when these in turn are satisfied, again new (and still “higher”)
needs emerge and so on. This is what we mean by saying that the basic human needs are
organized into a hierarchy of relative prepotency” (Maslow, 1943, p. 375) .

Key Point: Keep in mind that Maslow’s hierarchy of needs doesn't follow a strict linear
progression. Individuals can feel various needs at the same time or shift between levels.

Maslow continued to refine his theory based on the concept of a hierarchy of needs over
several decades (Maslow, 1943, 1962, 1987).

Regarding the structure of his hierarchy, Maslow (1987) proposed that the order in the
hierarchy “is not nearly as rigid” (p. 68) as he may have implied in his earlier description.

Maslow noted that the order of needs might be flexible based on external circumstances or
individual differences. For example, he notes that for some individuals, the need for self-
esteem is more important than the need for love. For others, the need for creative
fulfillment may supersede even the most basic needs.
Maslow (1987) also pointed out that most behavior is multi-motivated and noted that “any
behavior tends to be determined by several or all of the basic needs simultaneously rather
than by only one of them” (p. 71).

Maslow (1954) proposed that human beings possess two sets of needs. This five-stage
model can be divided into deficiency needs and growth needs. The first four levels are often
referred to as deficiency needs ( D-needs ), and the top level is known as growth or being
needs (B-needs ).

Deficiency needs

Deficiency needs are concerned with basic survival and include physiological needs (such as
the need for food, sex, and sleep) and safety needs (such as the need for security and
freedom from danger).

Behaviors associated with these needs are seen as ‘deficiency’ motivated, as they are a
means to an end.

Deficiency needs arise due to deprivation and are said to motivate people when they are
unmet. Also, the motivation to fulfill such needs will become stronger the longer they are
denied. For example, the longer a person goes without food, the more hungry they will
become.

Maslow (1943) initially stated that individuals must satisfy lower-level deficit needs before
progressing to meet higher-level growth needs.

However, he later clarified that satisfaction of a need is not an “all-or-none” phenomenon,

admitting that his earlier statements may have given “the false impression that a need must
be satisfied 100 percent before the next need emerges” (1987, p. 69).

When a deficit need has been “more or less” satisfied, it will go away, and our activities
become habitually directed toward meeting the next set of needs we have yet to satisfy.
These then become our salient needs. However, growth needs continue to be felt and may
even become stronger once engaged.

Growth needs

Growth needs are more psychological and are associated with realizing an individual’s full
potential and needing to ‘self-actualize’. These needs are achieved more through
intellectual and creative behaviors.

Growth needs do not stem from a lack of something but rather from a desire to grow as a
person. Once these growth needs have been reasonably satisfied, one may be able to reach
the highest level, called self-actualization. Growth needs are achieved more through
intellectual and creative behaviors.

Every person is capable and has the desire to move up the hierarchy toward a level of self-
actualization. Unfortunately, progress is often disrupted by a failure to meet lower-level
needs.

Life experiences, including divorce and the loss of a job, may cause an individual to fluctuate
between levels of the hierarchy.

Therefore, not everyone will move through the hierarchy in a uni-directional manner but
may move back and forth between the different types of needs.

Education

Maslow’s (1962) hierarchy of needs theory has made a major contribution to teaching and
classroom management in schools. Rather than reducing behavior to a response in the
environment, Maslow (1970a) adopts a holistic approach to education and learning.

Maslow looks at the complete physical, emotional, social, and intellectual qualities of an
individual and how they impact learning.

Applications of Maslow’s hierarchy theory to the work of the classroom teacher are obvious.
Before a student’s cognitive needs can be met, they must first fulfill their basic physiological
needs.

For example, a tired and hungry student will find it difficult to focus on learning. Students
need to feel emotionally and physically safe and accepted within the classroom to progress
and reach their full potential.

Maslow suggests students must be shown that they are valued and respected in the
classroom, and the teacher should create a supportive environment. Students with a low
self-esteem will not progress academically at an optimum rate until their self-esteem is
strengthened.

Maslow’s hierarchy provides a humanistic lens for teaching the whole child.

Maslow (1971, p. 195) argued that a humanistic educational approach would develop
people who are “stronger, healthier, and would take their own lives into their hands to a
greater extent. With increased personal responsibility for one’s personal life, and with a
rational set of values to guide one’s choosing, people would begin to actively change the
society in which they lived”.

Here are some ways a teacher can apply Maslow’s hierarchy of needs in the classroom:
 1. Physiological – Ensure students have access to water, food, restroom breaks, and
movement. Allow snacks, flexible seating, and adequate breaks.

2. Safety – Maintain an orderly classroom with clear expectations. Prevent bullying.

Build trust through consistency and fairness. Allow students to make mistakes
safely.

3. Belongingness – Facilitate community and collaboration. Foster teamwork

through group projects. Learn student names and backgrounds. Appreciate
diversity.

4. Esteem – Recognize student strengths and progress. Display student work.

Empower leadership roles like line leader or tech helper. Praise efforts, not just
achievement.

5. Self-Actualization – Help students pursue interests creatively. Assign passion

projects. Encourage goal-setting. Provide enrichment opportunities. Support
challenging oneself.

When these foundational needs are met, students are more motivated to learn and perform
well academically. But needs fluctuate. Be observant and nurture needs as they arise.

Critical Evaluation

The most significant limitation of Maslow’s theory concerns his methodology. Maslow
formulated the characteristics of self-actualized individuals by undertaking a qualitative
method called biographical analysis.

He looked at the biographies and writings of 18 people he identified as being self-actualized.

From these sources, he developed a list of qualities that seemed characteristic of this
specific group of people, as opposed to humanity in general.

From a scientific perspective, there are numerous problems with this particular approach.
First, it could be argued that biographical analysis as a method is extremely subjective as it is
based entirely on the opinion of the researcher. Personal opinion is always prone to bias,
which reduces the validity of any data obtained. Therefore Maslow’s operational definition
of self-actualization must not be blindly accepted as scientific fact.

Furthermore, Maslow’s biographical analysis focused on a biased sample of self-actualized

individuals, prominently limited to highly educated white males (such as Thomas Jefferson,
Abraham Lincoln, Albert Einstein, William James, Aldous Huxley, Beethoven).

Although Maslow (1970) did study self-actualized females, such as Eleanor Roosevelt and
Mother Teresa, they comprised a small proportion of his sample. This makes it difficult to
generalize his theory to females and individuals from lower social classes or different
ethnicity. Thus questioning the population validity of Maslow’s findings.

Furthermore, it is extremely difficult to empirically test Maslow’s concept of self-

actualization in a way that causal relationships can be established. It is difficult to tell in
Maslow’s theory where the scientific leaves off and the inspiration begins. His theory is seen
as more speculative than empirically proven, with a tendency to substitute rhetoric for
research.

Another criticism concerns Maslow’s assumption that the lower needs must be satisfied
before a person can achieve their potential and self-actualize. This is not always the case,
and therefore Maslow’s hierarchy of needs in some aspects has been falsified.

Through examining cultures in which large numbers of people live in poverty (such as India),
it is clear that people are still capable of higher-order needs such as love and belongingness.
However, this should not occur, as according to Maslow, people who have difficulty
achieving very basic physiological needs (such as food, shelter, etc.) are not capable of
meeting higher growth needs.

Also, many creative people, such as authors and artists (e.g., Rembrandt and Van Gogh)
lived in poverty throughout their lifetime, yet it could be argued that they achieved self-
actualization.

Psychologists now conceptualize motivation as a pluralistic behavior, whereby needs can

operate on many levels simultaneously. A person may be motivated by higher growth needs
at the same time as lower-level deficiency needs (Wahba & Bridwell, 1973).

Contemporary research by Tay and Diener (2011) has tested Maslow’s theory by analyzing
the data of 60,865 participants from 123 countries, representing every major region of the
world. The survey was conducted from 2005 to 2010.

Respondents answered questions about six needs that closely resemble those in Maslow’s
model: basic needs (food, shelter); safety; social needs (love, support); respect; mastery;
and autonomy.

They also rated their well-being across three discrete measures: life evaluation (a person’s
view of his or her life as a whole), positive feelings (day-to-day instances of joy or pleasure),
and negative feelings (everyday experiences of sorrow, anger, or stress).
The results of the study support the view that universal human needs appear to exist
regardless of cultural differences. However, the ordering of the needs within the hierarchy
was not correct.

“Although the most basic needs might get the most attention when you don”t have them,”
Diener explains, “you don”t need to fulfill them in order to get benefits [from the others].”
Even when we are hungry, for instance, we can be happy with our friends. “They”re like
vitamins,” Diener says about how the needs work independently. “We need them all.”

Conclusion

Maslow’s theory differs from more purely physiological representations of human

motivation because motivation is seen as being not just concerned with tension reduction
and survival but also with human growth and development.

While Maslow’s work was indeed relatively informal and clinically descriptive, it did provide
a rich source of ideas, and as such, a framework for discussing the richness and complexity
of human motivation that goes beyond homeostatic models and other biological models.

Frequently Asked Questions

What are some of the weaknesses of Maslow’s theory?

Maslow proposes a positive view of humans, however, it could be argued that this might not
be very realistic when considering everyday reality such as domestic violence and genocides.

Furthermore, the hierarchy’s focus on meeting our needs and fulfilling our growth potential
reflects an individualistic, self-obsessed outlook that is part of the problem faced by our
society rather than a solution.

How many levels are there in Maslow’s pyramid of needs?

There are five levels in Maslow’s pyramid. From the bottom of the hierarchy upwards, the
needs are: physiological (food and clothing), safety (job security), love and belonging needs
(friendship), esteem, and self-actualization.

Maslow asserted that so long as basic needs necessary for survival were met (e.g., food,
water, shelter), higher-level needs (e.g., social needs) would begin to motivate behavior.

Why is Maslow’s hierarchy of needs important?

Maslow’s theory has given rise to a new way to look at people’s needs. For example,
Maslow’s hierarchy of needs is widely used in health and social work as a framework for
assessing clients’ needs.

Problems or difficult circumstances at one point in a person’s life can cause them to fixate
on a particular set of needs, and this can affect their future happiness.
For example, a person who lived through a period of extreme deprivation and lack of
security in early childhood may fixate on physiological and safety needs. These remain
salient even if they are satisfied.

So even if this person later has everything they need they may nonetheless obsess over
money or keeping enough food in the fridge.

This, for Maslow, was the root cause of many ‘neurotic’ mental health problems, such as
anxiety or depression.

What is at the top of Maslow’s hierarchy of needs?

According to Maslow, the highest-level needs relate to self-actualization, a process by which

we achieve our full potential.

Self-actualizing people have both a more efficient perception of reality and more
comfortable relations with it. This includes the detection of what is phony and/or dishonest
and the accurate perception of what really exists – rather than a distortion of perception by
one’s needs.

Self-actualizers accept themselves, others and nature. They are not ashamed or guilty about
being human, with shortcomings, imperfections, frailties, and weaknesses.

Nor are they critical of these aspects in other people. They respect and esteem themselves
and others.