Comparison of Maslow’s Hierarchy of Needs With Skinner’s Behaviorist Theory
Issue
Define
Motivation
How Motivation
Changes For
Elementary
Versus
Secondary
Students
Similarities
/Differences
Miscellaneous
Maslow
Motivation arises from the desire to
satisfy the basic needs, defined by
Maslow as a hierarchy, moving from
physiological to self-actualization.
Moves from basic to more advanced,
from emotional needs to more intellectual
needs, the ability to capture concepts that
are more detailed, less static, and to
analyze problems that have open-ended
answers
Set of needs must be met, and to move to
next level reward occurs; melding of
layers of needs; primary human focus is
establishing inner needs
Set of complex inner needs to be filled
Skinner
Motivation stems from the way behavior
is rewarded- good behavior rewarded, bad
behavior reprimanded
Work from simple to complex steps;
performance/feedback motivation and
actualization changes; amount of reward
changes; kind and quality of reward
changes
Behavior affected by consequences;
theory of operant conditioning always
manipulation of reward/punishment;
humans desire belonging, feedback
important
Set of complex rewards to be filled
Using the chart above, we compare some basic factors between Maslow’s
Hierarchy of Needs and the B.F. Skinner Model of Behaviorism. A psychologist,
Abraham Maslow is noteworthy as the founder of what is termed humanistic
psychology. Being the combined study of psychoanalysis and behaviorism. Explained as
the study of the unseen behaviors of thinking and processing information along with the
physical actions of the body. B. F. Skinner, a man of many achievements contributed the
scientific philosophy of Radical Behaviorism. The premise of this behavioral science is
on operant conditioning or reactions to stimuli. These reactions constitute positive or
negative behaviors. Skinner believed that humans have similar responses to animals
under these operant conditions. A Harvard professor he also designed the operant
conditioning chamber on which Radical Behaviorism originates (Hotherstall, 2003).
There are several ways the ideas of Maslow and Skinner can be used in the
classroom, both singly and in combination. First, applying Maslow’s hierarchy,
regardless of the level of classroom, it is important to help each individual student reach
their potential by using self-actualization (open communication, tools to succeed,
interaction) within any given subject. Using Skinner’s view of motivation, each task,
depending on its complexity, degree of importance, etc. should have a desirable award –
ideally, structured towards that student’s individual needs, but not always possible (e.g.
some students are thrilled with a grade, some verbal praise, some, a simple piece of candy
or touch) (Wiseman, 2008).
However, one of the most important aspects in the modern classroom is the
manner in which an instructor maintains order and influences positive behavior in the
classroom. Using Skinner’s Operant Conditioning model, certainly an improvement upon
Pavlovian responses, different technologies can be used in teaching that include welldefined objectives. Rather than broadly teaching a concept, take small units with high
levels of student involvement; use technology if at all possible to enhance the learning
experience, and combine Maslow by forming these lessons with a highly-motivation and
fun objective (Rainwater, 2007)
A third, and more recent application for both Maslow and Skinner is the idea of
utilizing behavioral research towards specific reinforcement techniques that allow a socalled “open” classroom. In this form of learning, students are able to move forward at
their own speed, based on their own systems of reward and actualization, within the
paradigm of the lessons necessary. This will allow, in some subjects, the instructor to
work with slower students, while brighter students are able to leap forward and not be
bored. Since the actualization and motivations are so different for each student, this
approach allows a sense of accomplishment for all ranges of performance (Madden,
1972).
Of course, there are critiques of both theories, but the literature does show that, in
the last three decades, both theories have had actual positive applications within the
classroom, and in particular, bringing forth the paradigm of individual differences and
needs, and the satisfying of those needs, to make a positive, influence, and creative
learning environment (Svinicki, 2004).
References:
Hotherstall, David, (2003), History of Psychology, McGraw Hill.
Madden, Peter C. (1972), “Skinner and the Open Classroom,” American Journal
Of Education, 81:100.
Rainwater, Don, (6/12/07), “B.F. Skinner and the Behavior Classroom,” AC Associated
Content – Education, cited in www.associatedcontent.com.
Svinicki, Marilla (2004), Learning and Motivation in the Postsecondary Classroom,
Anker Publications.
Wiseman, Dennis and Gilbert Hunt, (2008), Best Practice in Motivation and
Management in the Classroom, Charles C. Thomas.