Maslows hierarchy of needs theory and Skinners behaviorist theory - Assignment Example

? Comparison Chart and Paper Comparison Chart and Paper Introduction Motivation has different definitions and approaches through which it is interpreted. A number of theories have been developed to help understand and explain it. This paper looks into Maslow’s hierarchy of needs theory and Skinner’s behaviorist theory by way of comparing them. This is also illustrated in form of a chart. A chart comparing Maslow's hierarchy of needs theory with Skinner's behaviorist theory Maslow’s Hierarchy of Needs Skinner’s Behaviorists Theory References Definition of motivation An inherent need to satisfy human desires so as to live a worthy life. Motivation attained by way of inborn desire for a number of human needs. Each desire influences a person’s motivation with basis on nature of needed desire. Motivation is need or desire to have particular awards. One gets motivated upon knowing that there will be a reward later. Rather than internally, motivation is acquired externally. (Siegel, 1990, p. 356). Changes in motivation between elementary and secondary school students Cause of motivation changes when a certain need is met. Following this, elementary students can be motivated by achieving little knowledge without having an understanding details conceptualized. At secondary stage, motivation is gained through desire to acquire deeper understanding and detailed concepts in classroom. Motivation changes with change in reward. It gets complex or even more satisfactory with increased rewards. An elementary student when cheered by teacher gets motivated to achieve more in understanding concepts. Secondary school students need more than any simple award or complement to be motivated further. This calls for a more complex rewarding. (Gruseca, 1992, p. 779; Warren, 2010, p. 12). Similarities in the theories Maslow’s theory illustrates the fact that motivation is generated from a given level to another. It generates from simple levels which engage psychology to more complex levels which are more or less self-actualized. This theory acknowledges motivation levels and how they are achieved in sequential manner. Like Maslow’s theory, this theory recognizes the fact that motivation increases with increase in rewards as expectations for more rewards. (Siegel, 1990, p. 363). Differences in the theories Maslow’s theory acknowledges sequential approach in attaining motivation; that is, a certain higher level is achieved after a lower one has been achieved. For instance, the desire to gain self-esteem cannot be attained before a person has gained psychological (basic) desires. This theory focuses only on human behavior thereby expressing consistency in procedural needs of humans. This theory is systematic though not having a clear procedure. For instance a person is not able to have motivation at higher levels unless there is motivation at lower levels. Motivation is determined by anticipated awards and not what is to be met in terms of needs. This theory does not acknowledge hierarchical order of motivation. Focuses on both humans and animals hence not addressing motivation from hierarchical approach following different needs of organisms. (Warren, 2010, p. 21; Siegel, 1990, p. 358). Classroom application Applicable in classroom since students at some point in time graduate to advanced levels of motivation as they gain motivation from lower levels. A teacher can use this theory in awarding students’ actions with regards to essence. By doing this, a student gets motivation to achieve things with higher importance. (Gruseca, 1992, p. 779). 1. Motivation defined According to Maslow’s theory of motivation, motivation is defined with basis placed on inherent features which make it inborn. This is argued in an approach that acknowledges hierarchical levels (Gruseca, 1992, p. 777). Skinner on the other hand defines motivation with an approach which is focused on particular things which need to be met. 2. How motivation changes for elementary and secondary students For elementary school students, motivation is achieved through mere compliments and cheering (Warren, 2010, p. 13). This makes then to aim for higher achievements. For instances, when a teacher applauds an elementary student for having scored good marks, he or she gets motivation to tackle more in the subject he or she is complimented in. For the case of secondary students, motivation changes with increased desire to attain higher levels of things. For instance, performingwell in a simple sum motivates them to engage more complex ones. 3. How the theories are similar and/or different Maslow’s theory illustrates the fact that motivation is generated from a given level to another. It generates from simple levels which engage psychology to more complex levels which are more or less self-actualized (Warren, 2010, p. 15). Like Maslow’s theory, Skinner’s theory recognizes the fact that motivation increases with increase in rewards as expectations for more rewards. On differences, Maslow’s theory acknowledges sequential approach in attaining motivation; that is, a certain higher level is achieved after a lower one has been achieved (Siegel, 1990, p. 356). For instance, the desire to gain self-esteem cannot be attained before a person has gained psychological (basic) desires. This theory focuses only on human behavior thereby expressing consistency in procedural needs of humans.On the other hand, Skinner’s theory is systematic though not having a clear procedure. For instance a person is not able to have motivation at higher levels unless there is motivation at lower levels. According to this theory, motivation is determined by anticipated awards and not what is to be met in terms of needs (Gruseca, 1992, p. 779). This theory does not acknowledge hierarchical order of motivation. Unlike Maslow’s theory, it focuses on both humans and animals hence not addressing motivation from hierarchical approach following different needs of organisms. 4. Applications of the theories in classroom For Maslow’s theory, applications are as follows: rewarding students hence having them aim for higher levels in schooling systems; in challenging students to work for higher grades in comparison to previously scored grades by awarding them with gifts; and motivating students at lower levels through applauses on simpler exercises in class (Siegel, 1990, p. 357). For Skinner’s theory, the following examples apply (Warren, 2010, p. 24): teachers recognizing students who outperform the rest by attaining a set margin of marks in class thereby motivating them to put more effort; presenting gifts to students who finish assignments in time motivates them to be completing their work even earlier; and rewarding students who actively participate during lessons will motivate them to be active even more. Conclusion Motivation is a phenomenon which is needed in every area in life. However, it is clear that motivation is influenced by certain things as Maslow’s theory and Skinner’s theory demonstrate. The two theories have also been seen to differ in concepts even though they have bases on exactly what entails motivation in terms of application and differences. References Gruseca, J. E. (1992). Social learning theory and developmental psychology: The legacies of Robert Sears and Albert Bandura. Developmental Psychology, 28 (5), 776-786. Siegel, P. F. (1996). The meaning of behaviorism for B. F. Skinner. Psychoanalytic Psychology, 13 (3), 343-365. Warren, J. M. (2010). The impact of rational emotive behavior therapy on teacher efficacy and student achievement. Journal of School Counseling, 8 (11), pp. 1-28. Read More