Motivation: Maslow’s Hierarchy Attribution 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

People become “stuck” in attempting to satisfy a need 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 Levels Examples 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 Crisis Trust 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

Attribute Analysis Attribution - Attribution Theory 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 Analysis 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” Unstable Controllable “I didn’t study long enough” “The test was too hard!” External “I need to try a different approach.” “My teacher doesn’t like me.” “I guess this is my lucky day!”

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 encourage when 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.