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Maslow’s Hierarchy of Needs

Dave Smith

Learning Objectives

By the end of this chapter, you will be able to:

  • Identify the levels of the hierarchy of needs
  • Identify the fundamental assumptions of the hierarchy of needs
  • Identify the fundamental differences between humanistic, behaviorism and psychoanalytical psychology.
  • Identify educational design processes associated with the hierarchy of needs

Introduction

Overview

While many theories of motivation relate to basic biological drives, individual characteristics, or social contexts, Abraham Maslow (1943) proposed a hierarchy of needs that spans the spectrum of motives ranging from the biological to the individual to the social. These needs are often depicted as a pyramid.
Maslow's Hierarchy of Needs, visualized as a pyramid. From bottom to top the layers are: physiological, safety, belonging and love, esteem, cognitive, aesthetic, self-actualization, and transcendence.
Figure 1. Maslow’s Hierarchy of Needs, visualized as a pyramid [Image description]

At the base of the pyramid are all of the physiological needs that are necessary for survival. These are followed by basic needs for security and safety, the need to be loved and to have a sense of belonging, and the need to have self-worth and confidence. The top tier of the pyramid is self-actualization and transcendence, which is a need that essentially equates to achieving one’s full potential, and it can only be realized when needs lower on the pyramid have been met. To Maslow and humanistic theorists, self-actualization reflects the humanistic emphasis on positive aspects of human nature, (Francis & Kritsonis, 2006; Maslow, 1943).

Origins of the Learning Theory

Founder

Abraham Maslow
Figure 2. Abraham Maslow
Abraham Harold Maslow (April 1, 1908 – June 8, 1970) was an American psychologist who was credited with creating the Hierarchy of Needs. Born in 1908 and raised in Brooklyn, New York, Maslow was the oldest of seven children. His parents were first-generation Jewish immigrants from Kiev, then part of the Russian Empire and now Kyiv, Ukraine, (Boree, 2006).
Maslow rarely got along with his mother and is quoted as saying, “What I had reacted to was not only her physical appearance, but also her values and worldview, her stinginess, her total selfishness, her lack of love for anyone else in the world—even her own husband and children—her narcissism, her prejudice, her exploitation of everyone, her assumption that anyone was wrong who disagreed with her, her lack of friends, her sloppiness and dirtiness…” (Hoffmann, 1988). It was through his own mistreatment as the son of Jewish immigrants, and his mothers prejudice and selfishness, that Maslow began to research what motivates people towards a higher purpose.

Historical Context

Maslow’s Humanistic Psychology arose in the 1950’s in answer to the two prominent psychological theories of the time: Sigmund Freud’s Psychoanalytic Theory and B. F. Skinner’s Behaviorism (Benjafield, 2010).
Some elements of humanistic psychology are:
  • to understand ourselves and others holistically (as being greater than the sums of their parts)
  • to acknowledge the relevance and significance of the history of an individual
  • to acknowledge the importance of human existence
  • to recognize the importance of an end goal of life for a healthy person

Comparison with Other Theories

Maslow constructed the main points of humanistic theory based on his disagreements with Psychoanalytical Theory and Behaviorism. He felt those theories lacked in the following ways:
  • Freud’s psychoanalytical theory was deterministic, meaning that peoples unconscious desires controlled their behaviors and that their behavior was outside of their control (Khan Academy, 2013).
  • Skinner’s behaviorism was too focused on outside rewards and consequences to drive motivation and did not rely enough on intrinsic feedback mechanisms.
  • Freud and Skinner’s theories focused only on individuals with mental conflicts (pathological) rather than all individuals (well and unwell).
  • The other two theories focused too much on the negative traits of human beings, rather than focusing on the positive power Maslow believed individuals to have.
As a result of the perceptions he had regarding the theories of his time, when Maslow developed his own theory, he decided to focus on the conscious rather than the unconscious. He also wanted to explain how all individuals could reach their highest potential through reaching beyond their basic needs towards a higher purpose or higher power.

Fundamental Tenets of the Theory

Maslow described human needs as ordered in a hierarchy. None of his published works included a visual representation of the hierarchy, though it is often depicted as a pyramid.  This now iconic pyramid frequently depicts the spectrum of human needs, both physical and psychological. Maslow described human needs as being relatively fluid—with many needs being present in a person simultaneously (Maslow, 1943). According to Maslow’s theory, when a human being ascends the levels of the hierarchy they may eventually achieve self-actualization and transcendence. Late in life, Maslow came to conclude that self-actualization was not an automatic outcome of satisfying the other human needs (Frick 1989; Maslow, 1967).

Human needs as identified by Maslow:

(Click the information bubbles in the image below to learn more about each level)

The bottom four levels are known as Deficiency needs or D-needs. This means that if there are not enough of one of those four needs, there will be a need to get it. Getting them brings a feeling of contentment. These needs alone are not motivating but rather seen as fundamental for living (Boeree, 2006). The top four levels are known as Building needs or B-needs. These needs move an individual away from basic survival and towards reaching their full potential. Achievement of one of these levels requires a higher level of motivation and can be viewed as becoming self fulfilled.

In contrast to the well-known pyramid, a number of alternative illustrations of the Hierarchy of Needs have been developed. One of the earliest shows a more dynamic hierarchy represented as ‘waves’ of different needs overlapping at the same time (Krech et al., 1962). As illustrated, the peak of an earlier set of needs must be passed before the next ‘higher’ need can begin to assume a dominant role. Achieving fulfillment of a need does not mean that need goes away, it simply means that we are now able to prioritize higher level needs above the lower level needs.

A dynamic version of the Hierarchy of Needs depicted as overlapping waves.
Figure 3. Maslow’s Hierarchy of Needs visualized as overlapping waves [Image description]

Match the hierarchy level names with their appropriate position on the pyramid.

Strengths and Limitations of the Theory

Strengths

Maslow’s hierarchy of needs has many strengths. First, Maslow’s model looks beyond just rewards and punishments as seen in Behaviorism. It recognizes that people have complex, interrelated needs that influence their behavior. It acknowledges both basic survival needs and higher-level psychological and self-fulfillment goals. Second, the hierarchy is straightforward and makes sense intuitively. It’s easy to see why someone struggling with food and shelter might not be as focused on self-actualization and transcendence. Third, even though it’s often presented as a strict hierarchy, Maslow himself acknowledged that people don’t always follow the levels in order. This flexibility makes it adaptable to different contexts. It has broad application in education, workplace motivation, healthcare, and even marketing. Finally, unlike the other popular theories of his time that focus only on fixing problems, Maslow’s model encourages thinking about how to help people reach their full potential.

Limitations

While Maslow’s hierarchy of needs is a good starting point for discussions about motivations it also has some limitations. First, if viewed as a rigid hierarchy, the idea that people must satisfy lower needs before moving up doesn’t always hold true. For example, artists or activists may pursue self-actualization (creativity, purpose) even while struggling with financial or safety concerns. The hierarchy assumes that needs are universal, but in reality, factors like trauma, privilege, or societal structures can shape what people prioritize. Second, Maslow developed his theory based on Western, individualistic values that emphasize personal growth and self-actualization. It may not translate to all cultures that personal achievement outweighs social belonging or group harmony. Motivation is often far more fluid and situational. Third, it is difficult to measure. How do we objectively determine when a need is “satisfied” enough for a person to move up? Needs like self-esteem and self-actualization are particularly hard to quantify. Finally, it doesn’t fully address motivation in the educational setting. In education, motivation is complex and influenced by things like curiosity, intrinsic motivation, and external incentives. These are not factors that neatly fit into Maslow’s framework.

Instructional Design Implications

Practical Applications

Maslow’s hierarchy of needs provides a useful lens for instructional designers by highlighting how learners’ basic and psychological needs impact their ability to engage with and benefit from instruction. Below are some examples of how to incorporate the different levels of the hierarchy of needs into lesson design and assessment.

Addressing Basic Needs (Physiological & Safety)

  • Lesson Design: Ensure students have access to learning materials in formats that accommodate different needs.
  • Assessments: Minimize test anxiety by providing clear instructions, practice opportunities, supportive feedback, flexible deadlines and/or alternative assessments.
Creating a Sense of Belonging (Love & Belonging)
  • Lesson Design: Foster collaborative learning through group discussions, peer feedback, and cooperative projects to build a sense of community.
  • Assessments: Use formative assessments that encourage dialogue, such as peer reviews or group presentations.
Boosting Confidence (Esteem)
  • Lesson Design: Design tasks with scaffolded difficulty levels to allow students to experience small wins before tackling more challenging concepts.
  • Assessments: Provide constructive feedback that highlights strengths and areas for improvement rather than just pointing out mistakes.

Fostering Intellectual Curiosity (Cognitive)

  • Lesson Design: Design learning experiences that challenge students to ask questions, explore different perspectives, and make connections between ideas.
  • Assessments: Use assessments that go beyond rote memorization, such as problem-solving tasks, debates, or concept mapping.

Inspiring an Appreciation for Beauty and Structure (Aesthetic)

  • Lesson Design: Incorporate elements of music, art, storytelling, or real-world design to enrich content delivery.
  • Assessments: Allow students to express their understanding in creative formats, such as multimedia projects, artistic representations, or well-structured presentations.

Encouraging Personal Growth (Self-Actualization)

  • Lesson Design: Allow students to pursue topics of personal interest within the curriculum.
  • Assessments: Incorporate authentic assessments like case studies, simulations, or open-ended projects.

Cultivating a Higher Purpose in Learning (Transcendence)

  • Lesson Design: Encourage students to connect their learning to a broader purpose, such as contributing to society, solving global challenges, or mentoring others.
  • Assessments: Incorporate projects that emphasize real-world impact, such as community outreach initiatives, advocacy campaigns, or mentorship programs.

Case Study – Applying Maslow’s Hierarchy of Needs to an educational setting

(Written with the help of Chat GPT)

Background
Lincoln High School struggled with student engagement and academic performance. Many students came from low-income backgrounds, faced food insecurity, and lacked stable home environments. Teachers observed that traditional instructional strategies were not yielding the expected outcomes, prompting the administration to explore new approaches rooted in educational psychology.

Intervention
The school adopted a framework based on Maslow’s Hierarchy of Needs, ensuring that students’ basic needs were met before expecting high levels of academic achievement. The intervention included:

    • Physiological Needs: The school introduced a breakfast and lunch program that provided free, nutritious meals to all students.
    • Safety Needs: Security measures were enhanced, including anti-bullying programs, counseling services, and a mentorship initiative that connected students with trusted adults.
    • Belongingness and Love Needs: Teachers fostered a more inclusive and supportive classroom culture by implementing cooperative learning strategies, peer mentoring, and student clubs.
    • Esteem Needs: Recognizing student achievements beyond academics, such as personal growth and leadership, helped build confidence.
    • Cognitive Needs: Inquiry-based learning and project-based assignments encouraged curiosity and independent thinking.
    • Aesthetic Needs: The school expanded its arts and music programs, offering theater, dance, visual arts, and digital media courses.
    • Self-Actualization: Students were engaged in creative and higher-order thinking activities. Project-based learning and student-led initiatives empowered them to explore their interests and develop problem-solving skills.
    • Transcendence: The school created a Global Citizenship Initiative, where students explored humanitarian efforts, sustainability projects, and social justice movements.

Outcome
Over two academic years, Lincoln High School saw a 20% increase in student attendance, a 15% improvement in standardized test scores, and a notable decline in behavioral incidents. Surveys indicated that students felt more supported and motivated to learn. Teachers reported higher levels of classroom engagement and fewer disruptions, reinforcing the idea that addressing fundamental human needs enhances learning outcomes.

In this practical application, align the paragraphs describing a level of the hierarchy of needs with its appropriate level on the pyramid. Note: the boxes on the left are not shown in order of hierarchy.

Conclusion

Maslow’s hierarchy remains relevant for motivation as well as educational applications, but it should be viewed as a dynamic, flexible guide rather than a strict ladder. The key is to create learning environments where students feel safe, connected, and motivated to reach their full potential. Learning is motivationally driven. Students’ ability to engage with material depends on their psychological and physical needs being met first. If students feel unsafe, hungry, or socially isolated, their cognitive resources may be limited. Self-actualization and transcendence are the ultimate learning goal. These highest levels align with deep learning, critical thinking, and creativity, emphasizing the need for autonomy and purpose in education. Since not all students are at the same stage of development or have the same needs, instruction should be flexible and responsive to each learner. Schools should prioritize student well-being through support services, inclusive policies, and safe learning environments. Teachers should foster a growth mindset by helping students build self-esteem and resilience. Designing instruction with scaffolding and mastery-based learning can help students build confidence and motivation before moving to more complex tasks. Collaborative learning can address belonging needs by fostering peer connections. In conjunction with AI-powered learning platforms, instructors can tailor content based on a learner’s progress, confidence level, and engagement, helping to meet both cognitive and psychological needs. Using Maslow’s hierarchy can guide educators towards building stronger students and a stronger educational landscape. 

References:

Benjafield, J. G. (2010). A history of psychology (3rd ed.). Oxford University Press.

Berger, K. S. (1983). The developing person through the life span. Worth Publishers.

Boeree, C. (2006). Abraham Maslow. Webspace.ship.edu. Archived from the original on April 30, 2016. Retrieved October 21, 2012.

Carlson, N.R., Miller, H.L., Heth, D.S., Donahoe, J.W., & Martin, G.N. (2007). Psychology: The science of behaviour. (4th ed.). Pearson Education Canada.

Francis, N. H., & Kritsonis, W. A. (2006). A brief analysis of Abraham Maslow’s original writing of Self-Actualizing people: A study of psychological health. Doctoral Forum National Journal of Publishing and Mentoring Doctoral Student Research, 3, 1–7.

Frick, W. B. (1989). Interview with Dr. Abraham Maslow. In Humanistic Psychology: Conversations with Abraham Maslow, Gardner Murphy, Carl Rogers (pp. 19–50). Wyndham Hall Press.

Hoffman, E. (1988). The right to be human: A biography of Abraham Maslow. St. Martin’s Press.

Khan Academy. (2013, September 13). Humanistic theory | Behavior | MCAT | Khan Academy [Video]. YouTube. https://www.youtube.com/watch?v=3UcjojHetfE

Krech, D., Crutchfield, R. S., & Ballachey, E. L. (1962). Individual in society: A textbook of social psychology. McGraw Hill.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396.

Maslow, A. H. (1967). A theory of metamotivation: The biological rooting of the Value-Life. Journal of Humanistic Psychology. 7 (2): 93–126. doi:10.1177/002216786700700201.

The New York Times. (1970, June 10). Dr. Abraham Maslow, Founder Of Humanistic Psychology, Dies. The New York Times. https://www.nytimes.com/1970/06/10/archives/dr-abraham-maslow-founder-of-humanistic-psychology-dies.html

Image Descriptions

Figure 1. Maslow’s Hierarchy of Needs visualized as a pyramid. The image depicts a pyramid divided into eight colored sections, each representing a different level of human needs. From bottom to top: the largest green section labeled “physiological”; a purple section labeled “safety”; a pink section labeled “belonging and love”; a blue section labeled “esteem”; a gray section labeled “cognitive”; an orange section labeled “aesthetic”; red section labeled “self-actualization”; and a yellow section labeled “transcendence”. The pyramid illustrates a hierarchy, with basic needs at the bottom and more abstract needs towards the top. Each level slightly decreases in size towards the peak, creating an overall triangular shape. [Return to Figure 1]

Figure 3. Maslow’s Hierarchy of Needs visualized as waves. The image is a graph illustrating Maslow’s hierarchy of needs, represented by overlapping colored layers. The horizontal axis is labeled “personal development” and the vertical axis is labeled “needs intensity,” indicated by a double-headed arrow. Five colored layers denote different needs, each with varying widths along the development axis: green for “Physiological needs,” light green for “Safety needs,” yellow for “Love/belonging,” orange for “Esteem,” and red for “Self-actualization.” Each layer increases in height, peaks, and then tapers off as it progresses along the axis. A legend in the bottom right matches the colors to their corresponding needs categories. [Return to Figure 3]

Licenses and Attribution

“Maslow’s Hierarchy of Needs” by Dave Smith is adapted from the following resources:

“Maslow’s Hierarchy of Needs” by Dave Smith is licensed under CC BY-SA 4.0

AI Attribution: This work was primarily human-created. AI was used to make stylistic edits, such as changes to structure, wording, and clarity. AI was prompted for its contributions, or AI assistance was enabled. AI-generated content was reviewed and approved. The AI tool used was ChatGPT.

 

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