Introduction

Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his

1943 paper "A Theory of Human Motivation" in Psychological Review. Maslow
subsequently extended the idea to include his observations of humans' innate curiosity. His
theories parallel many other theories of human developmental psychology, some of which
focus on describing the stages of growth in humans. Maslow used the terms Physiological,
Safety, Belongingness and Love, Esteem, Self-Actualization and Self-Transcendence needs to
describe the pattern that human motivations generally move through. Maslow studied what he
called exemplary people such as Albert Einstein, Jane Addams, Eleanor Roosevelt, and
Frederick Douglass rather than mentally ill or neurotic people, writing that "the study of
crippled, stunted, immature, and unhealthy specimens can yield only a cripple psychology
and a cripple philosophy." Maslow studied the healthiest 1% of the college student
population. Maslow's theory was fully expressed in his 1954 book Motivation and
Personality. While the hierarchy remains a very popular framework in sociology research,
management training and secondary and higher psychology instruction, it has largely been
supplanted by attachment theory in graduate and clinical psychology and psychiatry.
For over 40 years, Maslow focused his research attention towards human motivation. His
studies led him to believe that people have certain needs which are unchanging and genetic in
origin, which he explains via his theory, the Hierarchy of Needs. This paper seeks to
introduce Maslows Hierarchy of Needs and to describe ways in which this theory can be
applied to the experience of students in higher education and their future life. Strengths and
weaknesses of the application of this theory to the new student experience will also be
discussed.

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About Abraham Maslow

Abraham Harold Maslow was born April 1, 1908 in Brooklyn, New York. He was the first of
seven children born to his parents, who themselves were uneducated Jewish immigrants from
Russia. His parents, hoping for the best for their children in the new world, pushed him hard
for academic success. Not surprisingly, he became very lonely as a boy, and found his refuge
in books. To satisfy his parents, he first studied law at the City College of New York (CCNY).
After three semesters, he transferred to Cornell, and then back to CCNY. He married Bertha
Goodman, his first cousin, against his parents wishes. Abe and Bertha went on to have two
daughters. He and Bertha moved to Wisconsin so that he could attend the University of
Wisconsin. Here, he became interested in psychology, and his school work began to improve
dramatically. He spent time there working with Harry Harlow, who is famous for his
experiments with baby rhesus monkeys and attachment behavior. He received his BA in
1930, his MA in 1931, and his PhD in 1934, all in psychology, all from the University of
Wisconsin. A year after graduation, he returned to New York to work with E. L. Thorndike at
Columbia, where Maslow became interested in research on human sexuality. He began
teaching full time at Brooklyn College. During this period of his life, he came into contact
with the many European intellectuals that were immigrating to the US, and Brooklyn in
particular, at that time -- people like Adler, Fromm, Horney, as well as several Gestalt and
Freudian psychologists. Maslow served as the chair of the psychology department at Brandeis
from 1951 to 1969. While there he met Kurt Goldstein, who had originated the idea of selfactualization in his famous book, The Organism (1934). It was also here that he began his
crusade for a humanistic psychology -- something ultimately much more important to him
than his own theorizing. He spend his final years in semi-retirement in California, until, on
June 8 1970, he died of a heart attack after years of ill health (Franken, 2001).

What is Maslow's Hierarchy of Needs

Motivation theory which suggests five interdependent levels of basic human needs
(motivators) that must be satisfied in a strict sequence starting with the lowest level.
Physiological needs for survival (to stay alive and reproduce) and security (to feel safe) are
the most fundamental and most pressing needs. They are followed by social needs (for love
and belonging) and self-esteem needs (to feel worthy, respected, and have status). The final
and highest level needs are self-actualization needs (self-fulfillment and achievement). Its
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underlying theme is that human beings are 'wanting' beings: as they satisfy one need the next
emerges on its own and demands satisfaction ... and so on until the need for self-actualization
that, by its very nature, cannot be fully satisfied and thus does not generate more needs. This
theory states that once a need is satisfied, it stops being a motivator of human beings. In
personnel management, it is used in design of incentive schemes. In marketing, it is used in
design of promotional campaigns based on the perceived needs of a market segment a
product satisfies. Named after its originator, the US psychologist Abraham Harold Maslow
(1908-70) who proposed it in 1954 (Lutz, 2014).

Hierarchy
Maslow's hierarchy of needs is often portrayed in the shape of a pyramid with the largest,
most fundamental levels of needs at the bottom and the need for self-actualization at the top.
While the pyramid has become the de facto way to represent the hierarchy, Maslow himself
never used a pyramid to describe these levels in any of his writings on the subject. The most
fundamental and basic four layers of the pyramid contain what Maslow called "deficiency
needs" or "d-needs": esteem, friendship and love, security, and physical needs. If these
"deficiency needs" are not met with the exception of the most fundamental (physiological)
need there may not be a physical indication, but the individual will feel anxious and tense.
Maslow's theory suggests that the most basic level of needs must be met before the individual
will strongly desire (or focus motivation upon) the secondary or higher level needs. Maslow
also coined the term Metamotivation to describe the motivation of people who go beyond the
scope of the basic needs and strive for constant betterment (Cherry, 2014).
The human mind and brain are complex and have parallel processes running at the same time,
thus many different motivations from various levels of Maslow's hierarchy can occur at the
same time. Maslow spoke clearly about these levels and their satisfaction in terms such as
"relative," "general," and "primarily." Instead of stating that the individual focuses on a
certain need at any given time, Maslow stated that a certain need "dominates" the human
organism. Thus Maslow acknowledged the likelihood that the different levels of motivation
could occur at any time in the human mind, but he focused on identifying the basic types of
motivation and the order in which they should be met (Cherry, 2014).
Physiological Needs

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Physiological needs are the physical requirements for human survival. If these requirements
are not met, the human body cannot function properly and will ultimately fail. Physiological
needs are thought to be the most important; they should be met first. Air, water, and food are
metabolic requirements for survival in all animals, including humans. Clothing and shelter
provide necessary protection from the elements. While maintaining an adequate birth rate
shapes the intensity of the human sexual instinct, sexual competition may also shape said
instinct (Maslow, 1943).
Safety Needs
With their physical needs relatively satisfied, the individual's safety needs take precedence
and dominate behavior. In the absence of physical safety due to war, natural disaster, family
violence, childhood abuse, etc. people may (re-)experience post-traumatic stress disorder or
transgenerational trauma. In the absence of economic safety due to economic crisis and lack
of work opportunities these safety needs manifest themselves in ways such as a preference
for job security, grievance procedures for protecting the individual from unilateral authority,
savings accounts, insurance policies, reasonable disability accommodations, etc. This level is
more likely to be found in children because they generally have a greater need to feel safe.
Safety and Security needs include (Maslow, 1943):

Personal security
Financial security
Health and well-being
Safety net against accidents/illness and their adverse impacts

Love and Belonging

After physiological and safety needs are fulfilled, the third level of human needs is
interpersonal and involves feelings of belongingness. This need is especially strong in
childhood and can override the need for safety as witnessed in children who cling to abusive
parents. Deficiencies within this level of Maslow's hierarchy due to hospitalism, neglect,
shunning, ostracism, etc. can impact the individual's ability to form and maintain emotionally
significant relationships in general, such as (Maslow, 1943):
Friendship
Intimacy
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 Family
According to Maslow, humans need to feel a sense of belonging and acceptance among their
social groups, regardless if these groups are large or small. For example, some large social
groups may include clubs, co-workers, religious groups, professional organizations, sports
teams, and gangs. Some examples of small social connections include family members,
intimate partners, mentors, colleagues, and confidants. Humans need to love and be loved
both sexually and non-sexually by others. Many people become susceptible to loneliness,
social anxiety, and clinical depression in the absence of this love or belonging element. This
need for belonging may overcome the physiological and security needs, depending on the
strength of the peer pressure.
Esteem
All humans have a need to feel respected; this includes the need to have self-esteem and selfrespect. Esteem presents the typical human desire to be accepted and valued by others. People
often engage in a profession or hobby to gain recognition. These activities give the person a
sense of contribution or value. Low self-esteem or an inferiority complex may result from
imbalances during this level in the hierarchy. People with low self-esteem often need respect
from others; they may feel the need to seek fame or glory. However, fame or glory will not
help the person to build their self-esteem until they accept who they are internally.
Psychological imbalances such as depression can hinder the person from obtaining a higher
level of self-esteem or self-respect. Most people have a need for stable self-respect and selfesteem. Maslow noted two versions of esteem needs: a "lower" version and a "higher"
version. The "lower" version of esteem is the need for respect from others. This may include
a need for status, recognition, fame, prestige, and attention. The "higher" version manifests
itself as the need for self-respect. For example, the person may have a need for strength,
competence, mastery, self-confidence, independence, and freedom. This "higher" version
takes precedence over the "lower" version because it relies on an inner competence
established through experience. Deprivation of these needs may lead to an inferiority
complex, weakness, and helplessness. Maslow states that while he originally thought the
needs of humans had strict guidelines, the "hierarchies are interrelated rather than sharply
separated". This means that esteem and the subsequent levels are not strictly separated;
instead, the levels are closely related (Maslow, 1943).
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Self-actualization
"What a man can be, he must be." This quotation forms the basis of the perceived need for
self-actualization. This level of need refers to what a person's full potential is and the
realization of that potential. Maslow describes this level as the desire to accomplish
everything that one can, to become the most that one can be. Individuals may perceive or
focus on this need very specifically. For example, one individual may have the strong desire
to become an ideal parent. In another, the desire may be expressed athletically. For others, it
may be expressed in paintings, pictures, or inventions. As previously mentioned, Maslow
believed that to understand this level of need, the person must not only achieve the previous
needs, but master them (Maslow, 1943).
Figure 1: An interpretation of Maslow's hierarchy of needs, represented as a pyramid with the
more basic needs at the bottom

(Source: Gautam, 2007)

Based on Maslows Theory the Needs of a Students Life

Biological and Physiological Needs
For we can mention these needs, we must know what they mean. Firstly, biological and
physiological needs include anything of fundamental requirements that a person has. For
example; breathing, excretion, food, water and sleep etc. The longer a person goes without
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food the more hungry they will become and this decreases the students motivation (Wynne,
2014; Franken, 2001).
Safety Needs
We can move on another layer that is safety after physiological needs of us are met. Security
needs are important for survival, but they are not as demanding as the physiological needs.
Cherry (2014) expresses, Examples of security needs include a desire for steady
employment, health care, safe neighborhoods, and shelter from the environment (Wynne,
2014; Franken, 2001).
Belongingness and Love Needs
In addition; in order to avoid problems such as loneliness, depression, and anxiety, it is
important for people to feel loved and accepted by other people. Personal relationships with
friends, family, and lovers play an important role, as doing involvement in other groups that
might include religious groups, sports teams, book clubs, and other group activities (Wynne,
2014; Franken, 2001).
Esteem Needs
Another layer is esteem needs. The esteem needs based on desires for appreciation and
respect, begin to motivate behavior. Without being esteem, any students dont concentrate on
the lesson or anything. Thomas (2014) says that without properly meeting esteem need, we
are filled with feelings of inferiority and negativity regarding our lives, which is depicted in
the fourth stage of Maslow's hierarchy of needs. That is; esteem needs include issues of
personal worth, social recognition, accomplishment, and self-esteem (Wynne, 2014; Franken,
2001).
Cognitive Needs
When we take a look at the fifth one, we can see cognitive needs. Maslow believed that
humans have the need to increase their intelligence and thereby chase knowledge. Cognitive
needs is the expression of the natural human need to learn, explore, discover and create to get
a better understanding of the world around them. Gautaam (2007) states, this growth need for
self-actualization and learning, when not fulfilled leads to confusion and identity crisis. Also,
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this is directly related to need to explore or the openness to experience (Wynne, 2014;
Franken, 2001).
Aesthetic Needs
Based on Maslows beliefs, it is stated in the hierarchy that humans need beautiful imagery or
something new and aesthetically pleasing to continue up towards Self-Actualization. Humans
need to refresh themselves in the presence and beauty of nature while carefully absorbing and
observing their surroundings to extract the beauty that the world has to offer. This need is a
higher level need to relate in a beautiful way with the environment and leads to the beautiful
feeling of intimacy with nature and everything beautiful (Wynne, 2014; Franken, 2001).
Self-actualization
Self- actualization is a very important part of the hierarchy and that is the highest level of
Maslows hierarchy of needs. Self-actualization can take many forms, depending on the
individual. These variations may include the quest for knowledge, understanding, peace, selffulfillment, meaning in life, or beauty. For instance, the aesthetic person operating on this
level may feel physically ill when driving past an ugly array of fast-food restaurants with
garish neon signs. But the need for beauty is neither higher nor lower than the other needs at
the top of the pyramid. Self- actualization needs arent hierarchically ordered. To become
self-actualized, Maslow said we need two things, inner exploration and action. An important
existential problem is posed by the fact that self-actualizing persons (and all people in their
peak- experiences) occasionally live out-of-time and out-of-the- world even though mostly
they must live in the outer world. Living in the inner psychic world (which is ruled by
psychic laws and not by the laws of outer-reality), i.e., the world of experience, of emotion,
of wishes and fears and hopes, of love of poetry, art and fantasy, is different from living in
and adapting to the non-psychic reality which runs by laws he never made and which are not
essential to his nature even though he has to live by them. (He could, after all, live in other
kinds of worlds, as any science fiction fan knows.) The person who is not afraid of this inner,
psychic world, can enjoy it to such an extent that it may be called Heaven by contrast with
the more effortful, fatiguing, externally responsible world of "reality," of striving and coping,
of right and wrong, of truth and falsehood. This is true even though the healthier person can
also adapt more easily and enjoyably to the "real" world, and has better "reality testing," i.e.,
doesn't confuse it with his inner psychic world (Wynne, 2014; Franken, 2001).
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Table 1: A Reorganization of Maslow's and Alderfer's Hierarchies

Level

Introversion

Extroversion

Transcendence (assisting in the

Growth

Self-Actualization (development of

development of others'

competencies [knowledge, attitudes,

competencies and character;

and skills] and character)

relationships to the unknown,

unknowable)

Other

Personal identification with group,

(Relatedness)

significant others (Belongingness)

Self

Physiological, biological (including

(Existence)

basic emotional needs)

Value of person by group (Esteem)

Connectedness, security

(Source: Daniels, 2001)

Application of Maslow's Theory to Education

Physiological

Reduced & free lunch programs

Correct room temperatures
Bathroom breaks
Drink breaks (Huitt, 2006; Nohria et al. 2001)

Safety

Well planned lessons, carried out in an orderly fashion

Controlled classroom behaviors
Emergency procedures well planned, discussed & practiced
Fair discipline
Consistent expectations

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 Attitude of teacher: accepting & nonjudgmental, pleasant, nonthreatening

Provide praise for correct responses instead of punishment for incorrect responses
(Huitt, 2006; Nohria et al. 2001)
Love & Belonging
With regard to teacher-student relationships
Teacher personality: empathetic, considerate & interested in patient, fair, able to self

disclose, positive attitude, good listener

Use one-on-one instruction
Use teacher conferencing
Provide positive comments & feedback rather than negative
Get to know students (likes, dislikes, concerns)
Be available for students in need
Listen to students
Be supportive
Have personal helpers on rotating basis
Show that you value students thoughts, opinions & judgments
Show trust of students by providing situation where it is necessary (ex.running
errands, classroom leader) (Huitt, 2006; Nohria et al. 2001)

With regard to student-student relationships

Class meetings
Class discussions
Peer tutoring
Provide situations requiring mutual trust
Show and tell, sharing (Huitt, 2006; Nohria et al. 2001)

Esteem
Self-esteem
Develop new knowledge based on background knowledge so as to help ensure
success (scaffolding)
Pace instruction to fit individual need
Focus on strengths & assets
Take individual needs & abilities into account when planning lessons and carrying
them out
Teach to the multiple modes of learning
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Teach & model learning strategies

Base new teaching, strategies & plans on learning outcomes
Be alert to student difficulties & intervene as soon as possible
Be available & approachable so students having difficulties feel comfortable coming

for help
Involve all students in class participation & responsibilities
When necessary to discipline a child, do as privately as possible (Huitt, 2006; Nohria
et al. 2001)
Respect from others

Develop a classroom environment where students are positive &nonjudgmental

Star of the week
Award programs for jobs well done
Providing deserved positions of status
Recognition programs for special effort (ex. helpful citizens of the week)
Develop & carry out a curriculum to encourage children to be empathetic& good

listeners
Employ cooperative learning in such a way as to develop trust between group
members
Involve students in activities of importance & worthiness (ex. cleaning up the
environment, carrying out a food drive for the needy) (Huitt, 2006; Nohria et al. 2001)
Knowledge & Understanding
Allow students time to explore areas of curiosity
Provide lessons that are intellectually challenging
Plan lessons that connect areas of learning & have students compare andcontrast to

search for relationships

Use a discovery approach to learning whenever possible
Have students approach topics of learning from various angles
Provide opportunities for philosophical thought & discussion
Get students involved in intellectually challenging programs (ex. Odysseyof the
Mind) (Huitt, 2006; Nohria et al. 2001)

Aesthetic

Organize classroom materials in a neat & appealing way

Display student art work in an appealing manner
Put up interesting & colorful wall hangings
Replace overly worn classroom materials periodically

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Create varied appealing & interesting learning centers

Rooms painted in pleasing colors
Large window areas
Well maintained physical surroundings (ex. keeping walls painted, desksclean &

repaired etc.)
Clean rooms
Fresh smelling rooms (Huitt, 2006; Nohria et al. 2001)
Self-actualization

Expect students to do their best

Give students freedom to explore & discover on their own
Make learning meaningful--connect to "real" life
Plan lessons involving metacognitive activities
Get students involved in self-expressive projects
Allow students to be involved in creative activities & projects (Huitt, 2006; Nohria et
al. 2001)

Strengths and Weaknesses

There is much strength associated with the application of Maslows theory to the new student
experience. This theory, while rooted in complex research, is simple in nature and
straightforward to apply. Student services professionals could use this theory at several
different levels of the new student experience. For example, a professional speaking with a
student one-on-one could ensure this students needs are being met just as an Odyssey course
instructor will want to ensure her students needs are addressed in class. On a much larger
scale, SOAR can use Maslows principles to plan out the content of their orientation program
so that students questions are answered in the proper sequence, with most basic and general
questions being addressed first, followed by the more detailed and specific questions
(Bamuhigire, 2009; Norwood, 1999; Ryan and Deci, 2000).
At the same time, some limits exist regarding the application of Maslows Hierarchy of
Needs to the new student experience. First, much skepticism exists around the linearity of
Maslows theory; that one set of needs must be met before the next set of needs can be met
seems a bit too simplistic. Further to this, is it realistic to expect a new student to push
through the first four levels of the hierarchy to reach self-actualization within their
transitional experience? Based on the narrow list of world icons deemed self-actualized by

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Maslow, it would seem that first year students are not on par with these folks (Bamuhigire,
2009; Norwood, 1999; Ryan and Deci, 2000).

Conclusion
Consider to theory of Abraham Maslow (1970), human life will never be understood unless
its highest aspiration are taken into account. Growth, self-actualization, the striving towards
health, the quest for identity and autonomy, the yearning for excellence (and other ways of
phrasing the striving upward) must be now be accepted beyond question as a widespread
and perhaps universal human tendency. Maslow posited a hierarchy of human needs based on
two grouping: deficiency needs and growth needs. Within the deficiency needs, each lower
need must be met before moving to the next highest level. The first levels are physiological,
safety, belonging and love; esteem need and self- actualization. Maslow has been a very
inspirational figure in personality theory. Maslow was one of the pioneers in that movement
to bring the human being back into psychology and the person back into personality.

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