motivation: maslow’s hierarchy attribution theory

Motivation:Maslow’s HierarchyAttribution Theory

Maslow’s Hierarchy

• Levels of “needs”• Lower levels must

be satisfied before upper levels

• Maslow claimed that humans tend toward good and harmony

• Violence, greed, evil, etc. result when needs are not met (are thwarted)

Modified Maslow’s

• Needs are prepotent– People differ with respect to the “need” that currently must

be satisfied

• People become “stuck” in attempting to satisfy a need

• When a need is satisfied, a higher need emerges

Satisfying LevelsExamples in use:

• You can't motivate someone to improve their oral-group communication (level 4 - related to esteem) when they're having problems socializing with the members of the class (level 3 - belonging).

• You can't expect someone to work as a team member (level 3 - belonging) when they're having family troubles at home (level 2 - safety).

• You can’t expect a 6th grader to embrace cognitive needs (level 5) if indeed the child is suffering from a deficiency in the lower-level needs.

Connecting Maslow’s to Erikson?

• Is there a similarity? How so?

Stage Age Developmental CrisisTrust vs. Mistrust 0 - 1 Develop a sense that world is predictable

Autonomy vs. Shame/Doubt

1 - 3 Sense of self-sufficiency

Initiative vs. Guilt 3 - 5 Sense of self direction and self-assertion

Industry vs. Inferiority 6 - 12 Sense of Personal Competence

Identity vs. Role Diffusion 12 - 18 Sense of personal identity

Intimacy vs. Isolation 19 - 25 Develop loving relationships

Generativity vs. Stagnation

25 - 50 Develop sense of contribution

Integrity vs. Despair 50 + Sense of contentment

Educational Implicationsof Maslow

• How can teachers build or foster:– Safety (physical and psychological)– Belonging & Love– Esteem– Cognitive Interest

Attribute Analysis

• Attribution -– The explanation of the cause of an event

• Attribution Theory– A systematic way of understanding how people interpret

their experiences and how these interpretations affect their task-specific beliefs.

Dimensions of Attributions

Locus Stability Controllability

• Internal• External

• Stable• Unstable

• Controllable• Uncontrollable

Locus - the perception of responsibility • Internal Locus - the student believes that he/she is responsible for the outcome• External Locus - the student believes that someone (or something else) is responsible.

Dimensions of Attributions

Locus Stability Controllability

• Internal• External

• Stable• Unstable

• Controllable• Uncontrollable

Stability - Perception of the cause’s constancy over time

• Stable – Attributing the cause to factors that won’t change anytime soon.

• Unstable– factors that can change from one time to the next

Dimensions of Attributions

Locus Stability Controllability

• Internal• External

• Stable• Unstable

• Controllable• Uncontrollable

Controllability - the perception of degree of control over situation

Attribution Analysis1. Analyze each of these for Locus, Stability, and Controllability

Locus Stability Control

“I wasn’t cut out for this.”

“I worked really hard to improve my skill”

“I didn’t study long enough”

“The test was too hard!”

“I need to try a different approach.”

“My teacher doesn’t like me.”

“I guess this is my lucky day!”

Attribution Analysis

Locus Stability Control

“I wasn’t cut out for this.” Internal Stable Uncontrollable

“I worked really hard to improve my skill”

Internal Unstable Controllable

“I didn’t study long enough” Internal Unstable Controllable

“The test was too hard!” External Stable Uncontrollable

“I need to try a different approach.”

Internal Unstable Controllable

“My teacher doesn’t like me.” External Stable Uncontrollable

“I guess this is my lucky day!” External Unstable Uncontrollable

Attribution + Maslow’s ?

“My teacher doesn’t like me.” External Stable Uncontrollable

“I wasn’t cut out for this.” Internal Stable Uncontrollable

Question:

How can we apply Maslow’s Hierarchy to diagnosing these quotes? What does this analysis suggest for you as a teacher?

Attribute Analysis & Maslow’s Hierachy

• (handout) & discussion

• Student Teaching Scenario

What dimensions should we encouragewhen students attribute in relation to failure?

• Internal or External?

• Unstable or Stable?

• Controllable or Uncontrollable?

What dimensions should we encourage?

• Internal

• Unstable (depending)

• Controllable

Consider the Differences - Teacher Responses:

• In response to success:– “You did it! You’re so smart!”– “Terrific! This is certainly your lucky day!”– That’s wonderful! Your hard work has paid off!”

• In response to failure:– “Maybe you’re just having a bad day.”– “Why don’t you practice a little more and then try again?”– “Hmmm. Maybe this is just something you are not good at. Perhaps we

should try a different activity.”

• Note the different attributions these responses imply (despite their intending to make the student “feel good”. Which are controllable? Uncontrollable? External/Internal? Etc.

Optional

• Perhaps show Merril Lesson, “Author’s Chair” for example of indicating effort and Internal Control.