Abraham H. Maslow

Bio: Abraham H. Maslow is an academic researcher from Brandeis University. The author has contributed to research in topics: Maslow's hierarchy of needs & Dominance (ethology). The author has an hindex of 46, co-authored 90 publications receiving 57593 citations. Previous affiliations of Abraham H. Maslow include Brooklyn College.

Motivation and Personality

Abstract: Perspectives on Sexuality Sex Research - an Overview Part 1. Biological Perspectives: Sexual Anatomy 1. Sexual Physiology 2. Human Reproduction 3. Birth Control 4. Abortion Part 2. Developmental Perspectives: Childhood Sexuality 5. Adolescent Sexuality 6. Adult Sexuality 7. Gender Roles Part 3. Psychological Perspectives: Loving and Being Loved 8. Intimacy and Communication Skills 9. Enhancing your Sexual Relationships 10. Sexual Orientation 11. Sexual Behaviour 12. Sexual Variations 13. Coercive Sex - the Varieties of Sexual Assault Part 4. Sexual Health Perspectives: Sexually Transmitted Diseases and Sexual Infections 14. HIV Infection and AIDS 15. Sexual Dysfunctions and Sex Therapy 16. Sexual Disorders and Sexual Health Part 5 Cultural Perspectives: Sex and the Law 17. Religious and Ethical Perspectives and Sexuality

A Theory of Human Motivation

Abstract: 1. The integrated wholeness of the organism must be one of the foundation stones of motivation theory. 2. The hunger drive (or any other physiological drive) was rejected as a centering point or model for a definitive theory of motivation. Any drive that is somatically based and localizable was shown to be atypical rather than typical in human motivation. 3. Such a theory should stress and center itself upon ultimate or basic goals rather than partial or superficial ones, upon ends rather than means to these ends. Such a stress would imply a more central place for unconscious than for conscious motivations. 4. There are usually available various cultural paths to the same goal. Therefore conscious, specific, local-cultural desires are not as fundamental in motivation theory as the more basic, unconscious goals. 5. Any motivated behavior, either preparatory or consummatory, must be understood to be a channel through which many basic needs may be simultaneously expressed or satisfied. Typically an act has more than one motivation. 6. Practically all organismic states are to be understood as motivated and as motivating. 7. Human needs arrange themselves in hierarchies of prepotency. That is to say, the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need. Man is a perpetually wanting animal. Also no need or drive can be treated as if it were isolated or discrete; every drive is related to the state of satisfaction or dissatisfaction of other drives. 8. Lists of drives will get us nowhere for various theoretical and practical reasons. Furthermore any classification of motivations

Toward a Psychology of Being

Abstract: A LARGER JURISDICTION FOR PSYCHOLOGY. Introduction: Toward a Psychology of Health. What Psychology Can Learn from the Existentialists. GROWTH AND MOTIVATION. Deficiency Motivation and Growth Motivation. Defense and Growth. The Need to Know and the Fear of Knowing. GROWTH AND COGNITION. Cognition of Being in the Peak-Experiences. Peak-Experiences as Acute Identity-Experiences. Some Dangers of Being-Cognition. Resistance to Being Rubricized. CREATIVENESS. Creativity in Self-Actualizing People. VALUES. Psychological Data and Human Values. Values, Growth, and Health. Health as Transcendence of Environment. FUTURE TASKS. Some Basic Propositions of a Growth and Self-Actualization Psychology. Appendices. Bibliography. Additional Bibliography. Index.

The Farther Reaches of Human Nature

Abstract: Preface, by Bertha G. Maslow Introduction: A. H. Maslow, by Henry Geiger Part I. HEALTH AND PATHOLOGY 1. Toward a Humanistic Biology 2 Neurosis as a Failure of Personal Growth 3. Self-Actualizing and Beyond. Part II. CREATIVENESS 4. The Creative Attitude 5. A Holistic Approach to Creativity 6. Emotional Blocks to Creativity 7. The Need for Creative People. Part III. VALUES 8. Fusions of Facts and Values 9. Notes on Being-Psychology 10. Comments from a Symposium on Human Values. Part IV. EDUCATION l. Knower and Known 2. Education and Peak Experiences 13. Goals and Implications of Humanistic Education. Part V. SOCIETY 14. Synergy in the Society and in the Individual 15. Questions for the Normative Social Psychologist 16. Synanon and Eupsychia 17. On Eupsychian Management 18. On Low Grumbles, High Grumbles and Meta-grumbles. Part VI. BEING-COGNITION 19. Notes on Innocent Cognition 20. Further Notes on Cognition. Part VII. TRANSCENDENCE AND THE PSYCHOLOGY OF BEING 21. Various Meanings of Transcendence 22. Theory Z. Part VIII. METAMOTIVATION 23. A Theory of Metamotivation: The Biological Rooting of the Value-Life. APPENDICES Appendix A: Comments on Religions, Values, and Peak-Experiences. Appendix B: Some Parallels Between Sexual and Dominance Behaviour of Infrahuman Primates. and the Fantasies of Patients in Psychotherapy. Appendix C: Adolescence and Juvenile Delinquency in Two Different Cultures. Appendix D: Criteria for Judging Needs to Be Instinctoid. Appendix E: Abraham H. Maslow: A Bibliography. Bibliography. Index.

Research Methods in Education

Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

Abstract: Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

Culture and the self: Implications for cognition, emotion, and motivation.

Abstract: People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

A Theory of Human Motivation

Abstract: 1. The integrated wholeness of the organism must be one of the foundation stones of motivation theory. 2. The hunger drive (or any other physiological drive) was rejected as a centering point or model for a definitive theory of motivation. Any drive that is somatically based and localizable was shown to be atypical rather than typical in human motivation. 3. Such a theory should stress and center itself upon ultimate or basic goals rather than partial or superficial ones, upon ends rather than means to these ends. Such a stress would imply a more central place for unconscious than for conscious motivations. 4. There are usually available various cultural paths to the same goal. Therefore conscious, specific, local-cultural desires are not as fundamental in motivation theory as the more basic, unconscious goals. 5. Any motivated behavior, either preparatory or consummatory, must be understood to be a channel through which many basic needs may be simultaneously expressed or satisfied. Typically an act has more than one motivation. 6. Practically all organismic states are to be understood as motivated and as motivating. 7. Human needs arrange themselves in hierarchies of prepotency. That is to say, the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need. Man is a perpetually wanting animal. Also no need or drive can be treated as if it were isolated or discrete; every drive is related to the state of satisfaction or dissatisfaction of other drives. 8. Lists of drives will get us nowhere for various theoretical and practical reasons. Furthermore any classification of motivations

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

Abstract: A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.