Solution Manual for Theories of Personality 10th

Edition by Schultz

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Solution Manual for Theories of Personality 10th Edition by Schultz

CHAPTER NINE
Abraham Maslow: Needs-Hierarchy Theory

LEARNING OBJECTIVES

1. Describe the life of Maslow.

2. Review Maslow’s theory of personality development.

3. Discuss the study of self-actualizers.

4. Evaluate assessment in Maslow’s theory.

5. Illustrate research in Maslow’s theory.

6. Summarize self-determination theory.

OUTLINE

I. Abraham Maslow

A. Life of Maslow (1908 - 1970)

1. Abraham Maslow was born in New York in 1908, and was the
oldest of seven children. His father was alcoholic and his mother
was cruel and unaffectionate. Maslow found books were a good
refuge. He desired to learn and went to study at Wisconsin
under John Watson, who taught him about behaviorism and
experimental psychology. After earning his Ph.D., Maslow
studied with E. L. Thorndike at Columbia University and later
taught at Brooklyn College. Maslow took an intelligence test by
Thorndike and scored an IQ of 195. Maslow was to meet such
people as Erich Fromm, Karen Horney, and Alfred Adler. He
met Gestalt psychologist Max Wertheimer and American
anthropologist Ruth Benedict; these influences prompted his
ideas concerning self-actualization. Maslow later taught at
Brandeis University and spent time in California to work on his
philosophy of politics, economics, and ethics based on a
humanistic psychology. Maslow received many awards for his
accomplishments. He died in 1970 of a massive heart attack.

B. Personality Development: The Hierarchy of Needs

1. Maslow proposed a hierarchy of five innate needs. He called

these needs instinctoid, by which he meant they have a
hereditary component. These needs are ordered from lower or
stronger needs to higher and weaker needs. These needs are

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Chapter 9

physiological, safety, belongingness and love, esteem, and self-

actualization. Maslow believed lower needs not being satisfied
produces a crisis or deficiency needs; failure to satisfy them
produces a deficit in the individual. Maslow called higher needs
growth or being needs.

2. According to Maslow, physiological needs have a greater impact

as motivating forces in cultures where basic survival remains an
everyday concern.

3. Safety and security needs are important drives for infants and
neurotic adults. Infants get upset with a threat to their safety and
adults learn ways to inhibit their reactions to dangerous
situations. Children will desire a constrictive routine with some
measure of freedom. Neurotic adults compulsively avoid new
experiences.

4. Belongingness and love needs can be expressed through a

close relationship with a friend, a lover, mate, or through social
relationships formed within a group. The need to give and
receive love can be satisfied in an intimate relationship with
another person.

5. We require esteem and respect from ourselves, in the form of

feelings of self-worth, and from other people, in the form of
status, recognition, or social success.

6. Self-actualization is the highest of Maslow’s needs. A person

who has obtained this need has the following conditions met in
their lives: a person free of constraints by society and
themselves, must not be distracted by the lower-order needs, be
secure in their self-image and be able to receive and give love,
and finally, must have a realistic knowledge of their strengths
and weaknesses, virtues and vices.

7. Maslow proposed a second set of innate needs, the cognitive

needs - to know and to understand. The need to know is
stronger than the need to understand, according to Maslow. The
need to know and to understand begins in late infancy and is
expressed by children as a natural curiosity. Failure to satisfy
the cognitive needs is harmful and hampers the full development
and functioning of the personality. Maslow believed it is
impossible to become self-actualizing if we fail to meet the needs
to know and to understand.

C. The Study of Self-Actualizers

1. Maslow proposed a distinct type of motivation for self-actualizers

called metamotivation (sometimes called B - motivation of
 Abraham Maslow: Needs-Hierarchy Theory

Being). Metamotivation indicates that it goes beyond

psychology’s traditional idea of motivation, implying a condition
in which motivation as we know it plays no role. Instead, we say
they are developing within. Those who are not self-actualized
have a D-motivation or Deficiency. D-motivation applies not only
to physiological needs, but also to the needs for safety,
belongingness, love, and esteem, according to Maslow.
However, a self-actualizing person’s goal is to enrich their lives
by acting to increase tension to experience a variety of
stimulating and challenging events. Thus, they are in a state of
“being” spontaneously, naturally, and joyfully expressing their full
humanity. Maslow also proposed a list of metaneeds, which are
states of being - such as goodness, uniqueness, and perfection -
rather than specific goal objects. Metapathology arises from not
satisfying these metaneeds and prevents the self-actualizer from
expressing, using, and fulfilling their potential.

2. Maslow believed that only 1% or less of the population were self-

actualized and that they share certain characteristics: (a) self-
actualizers have an efficient perception of reality, (b) they accept
themselves and do not distort or falsify their self-image or feel
guilty, (c) are spontaneous, simplistic, and natural, (d) focus on
problems outside of themselves, (e) have a sense of detachment
and a need for privacy, (f) have a freshness of appreciation, and
(g) have mystical or peak experiences. A peak experience is an
event during which the self is transcended and the person feels
powerful, confident, and decisive.

3. Self-actualizers have deep, lasting relationships and display no

racial, religious, or social prejudice, according to Maslow. They
are flexible, highly creative, spontaneous, and willing to make
mistakes and learn from them. Self-actualizers are autonomous,
independent, and self-sufficient. On occasion, they can be rude,
even ruthless, and they experience doubts, conflicts, and
tension.

4. Poor economic conditions, inadequate education and children

who are overprotected and not permitted to try new behaviors
may not reach self-actualization. Maslow referred to another
reason for the failure to self-actualize as the Jonah complex,
according to Maslow. The Jonah complex refers to our doubts
about our own abilities.

D. Observations

1. Maslow observed people whom he thought had the

characteristics of self-actualization. Maslow’s research with
college students led him to believe that young people did not
have these qualities developed. When Maslow studied people
Chapter 9

who were older, he felt less than one percent of the population
was capable of meeting his criteria for self-actualization. Maslow
identified some of his contemporaries as well as some historical
figures, such as Thomas Jefferson, Albert Einstein, and Eleanor
Roosevelt, with the use of biographical information. For the
living research participants, Maslow relied on interviews, free
association, and projective tests.

2. The Personal Orientation Inventory was developed by Everett

Shostrum to measure Maslow’s theory of self-actualization.

E. Assessment and Research in Maslow's Theory

1. Maslow’s investigations into self-actualization failed to meet the

requirements for scientific research. Maslow was convinced that
his results were valid, and believed other researchers would
eventually confirm his theory.

2. The POI, (Personal Orientation Inventory); has found positive

correlations between Maslow’s properties for high self-
actualization with emotional health, creativity, well being
following therapy, academic achievement, autonomy, and racial
tolerance.

3. In the study of needs and Maslow’s hierarchy of needs, the

belongingness need and self-esteem were found to be positively
correlated. A study using the Need Satisfaction Inventory was
designed to measure Maslow's needs hierarchy with scores from
the Eysenck Personality Inventory. The results showed that
those who were higher in need satisfaction were lower in
neuroticism.

4. Some psychologists consider the need to belong to be as

powerful a drive as the physiological needs for food and water.
Research also supports Maslow's position that people in self-
esteem have greater self-worth and self-confidence.

F. Self-Determination Theory

1. Self-determination theory, an outgrowth of Maslow’s self-

actualization theory, suggests that people have an innate
tendency to express their interests, exercise and develop their
capabilities and potentials, and overcome challenges. This
theory has three basic needs in order for a person to experience
well-being: competence, autonomy, and relatedness. Studies
have shown that the satisfaction of the needs, and the
corresponding focus on intrinsic motivation, is positively
associated with high-esteem and self-actualization.
 Abraham Maslow: Needs-Hierarchy Theory

G. Reflections on Maslow's Theory

1. Criticism of Maslow's theory centers on his research methods
and lack of experimentally generated supporting data. For his
subjects, Maslow selected people he admired, according to his criteria
of self-actualization. These descriptions may actually reflect Maslow's
own ideal of the worthy and emotionally healthy individual. Because of
his optimism and compassion, his theory (and the humanistic
approach to psychology in general) became popular in the 1960s and
the 1970s. Teachers, counselors, business and government leaders,
health care professionals, and many people trying to cope with
everyday hassles have found Maslow's views compatible with their
needs and useful in solving problems.

LECTURE TOPICS

Lecture Topic 9.1

Maslow’s study of people who are self-actualized can be a topic for this
lecture. The instructor can lecture about Maslow’s hierarchy of needs, then
assign historical figures to groups of students. The students must determine if
this person meets the criteria outlined by Maslow for a fully self-actualized
person. The students can be given biographical information, or the students
can research this historical figure and then propose and present to the rest of
the class their findings on the person they have studied.

STUDENT PROJECTS

Student Project 9.1

Students in groups (or as individuals) could assemble a series of questions

that correspond with Maslow’s list of needs. The students could use these
questions to survey a random group of students and determine how many
subjects perceive themselves to be self-actualized (the results of which can
be compared to Maslow’s statistic of 1%). The surveys could be done off-
campus or with other cooperative universities. These surveys could also be
used with the general population on a random basis to understand the
qualities and perceived prevalence of self-actualization.

Internet Sites for Student Project 9.1:

http://classic.marshall.usc.edu/assets/078/16174.pdf

http://www.bized.co.uk/educators/level2/people/activity/people24.htm
Chapter 9

Student Project 9.2

Students may want to apply the principles of Maslow’s hierarchy of needs

with several articles on the advantages and disadvantages of Maslow's
Theory. This could be the start of research for a paper, an online discussion
board, or classroom discussion.

Internet Site for Student Project 9.2:

http://toolboxes.flexiblelearning.net.au/demosites/series3/319/reslib/09/09_m
aslows_hierarchy_of_needs_theory.html

http://www.ask.com/questions-about/Maslow%27s-Hierarchy-Advantages-
Disadvantages

More contemporary treatments of Maslow’s theories are seen in

advertisements and nursing. Students who have an interest in the application
of Maslow’s humanistic principles may want to further research his theories
through these articles:

ADWEEK, Dec 8, 2003 v44 i48 p17 (1)

After the fall: starting over at the bottom of Maslow's pyramid. (Art &
Commerce) Jeff DeJoseph.
Record number A111203155

Nursing Forum, April-June 2003 v38 i2 p3 (2)

Maslow's hierarchy of needs--revisited. (Editorial) Lynda Juall Carpenito-
Moyet.
Record number A106027482

Student Project 9.3

The following resources will be useful for students who would like further
understanding concerning the life and influence of Maslow as well as his
theories. Students can use these sites to research for a paper or design their
own hierarchy of needs for their family members and friends:

Internet Sites for Student Project 9.3:

http://psikoloji.fisek.com.tr/maslow/self.htm

http://www.terrapsych.com/maslow.html

http://www.naho.ca/jah/english/jah03_01/editorial.pdf
Solution Manual for Theories of Personality 10th Edition by Schultz

Abraham Maslow: Needs-Hierarchy Theory

Student Project 9.4

Students may develop an in-class project with outside surveys to test

Maslow’s theory. Students could develop a profile delineating what a person
would need to be self-actualized. The students would then create a survey to
test for these needs. This survey could be given and used in the classroom
to validate or invalidated his theory.

Internet Site for Student Project 9.4:

http://www.positivedisintegration.com/Hall1997.pdf

ONLINE DISCUSSION BOARD

ABRAHAM MASLOW REVIEW:

1. At what level of Maslow’s hierarchy of needs do you think you are

currently operating? Explain and justify your answer.

2. (A) Evaluate your personality in terms of the 15 characteristics of the self-

actualized person. Indicate which of the 15 characteristics you possess to
some degree and which you do not. (B) What conclusions do you draw from
your observations?

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