The Relationship Between Deficiency Needs and Growth Needs: The Continuing Empirical Investigation of Maslow’s Theory

Bush, K. R. (Kevin)¹, James, A. G. (Anthony)¹, Noltemeyer, A. L. (Amity)², Bergen, D. (Doris)², Barrios, V. R. (Veronica)^1
1Miami University, Miami University, 210 E Spring ST., 101 McGuffey Hall, 45056, Oxford
²Miami University, Miami University, 210 E Spring ST., 201 McGuffey Hall, 45056, Oxford

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Maslow, deficiency needs, growth needs, Success Program

Summary

Abraham Maslow’s “hierarchy of needs” theory – which hypothesized that if human lower level “deficiency needs” were not met, their higher level “growth needs” would be impaired – has received substantial theoretical attention over the years. However, less attention has been given to how the theory holds up empirically among youth in U.S. schools. Maslow's theory has implications for children’s achievement in schools, as school achievement is considered an esteem need, which is embedded in the growth needs domain. Moreover, this theory can make vested stakeholders reconsider the fact that although all children are expected to achieve academically, regardless of whether their deficiency needs (e.g., hunger, safety, or health) have been fully achieved, the lack of these basic needs is likely to affect their school performance negatively. With 1 in 5 children in the U.S. living in poverty, it is critical to assess the applicability of this theory to children’s academic achievement. We provide an overview of Maslow’s theory, highlight the extent of children’s deficiency needs in U.S. schools, and use data from a longitudinal evaluation of a school-based child/family intervention program as a vehicle for addressing some of these needs. We conclude with implications for theory, research, and practice.

Auteurs