1. Motivation: Maslow’s Hierarchy Attribution Theory

2. Maslow’s Hierarchy Levels of “needs”
Lower levels must be satisfied before upper levels

3. Maslow claimed that humans tend toward good and harmony
Violence, greed, evil, etc. result when needs are not met (are thwarted)

4. Modified Maslow’s

5. 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

6. 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.

7. Connecting Maslow’s to Erikson?
Is there a similarity? How so?

8. 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
Sense of personal identity
Intimacy vs. Isolation
Develop loving relationships
Generativity vs. Stagnation
Develop sense of contribution
Integrity vs. Despair
50 +
Sense of contentment

9. 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.

10. 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.

11. 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

12. Dimensions of Attributions
Locus
Stability
Controllability
Internal
External
Stable
Unstable
Controllable
Uncontrollable
Controllability - the perception of degree of control over situation

13. 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!”

14. 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!”

15. 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?

16. Attribute Analysis & Maslow’s Hierachy
(handout) & discussion
Student Teaching Scenario

17. What dimensions should we encourage when students attribute in relation to failure?
Internal or External?
Unstable or Stable?
Controllable or Uncontrollable?

18. What dimensions should we encourage?
Internal
Unstable (depending)
Controllable

19. 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.

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