Maslow's Motivation Theory

According to Maslow, one of the pioneers of humanist theory in personality development, physiological drives are the most “most pre-potent of all needs” and “are usually taken as the starting point for motivation theory” (“A Theory of Human”). Furthermore, Maslow asserts that “the integrated wholeness of the organism must be one of the foundation stones of motivation theory” (“A Theory of Human”). The term wholeness, itself, implies a coherent, accumulation of needs that are synergistic and, as such, are not formed or expressed in a segmental way. This means that needs and wholeness are principles that constantly influence each other in an ongoing way and it’s inappropriate to reduce them to a simple, binary expression of behavior at any singular …show more content…
In and of itself, there are at least five separate criterion of needs that must be met, in accordance with trait personality theory. Five independent pioneers of psychology, determined that one’s personality “could be adequately described by five superordinate constructs” (“Personality Structure”). Furthermore, the actions and behaviors of individuals were an important consideration when evaluating an individual’s personality in order to comprehensively conclude one’s attitudes and motivations. The five dimensions are those of extraversion/introversion, agreeableness, conscientiousness, neuroticism, and openness, all of which are apparent in one’s behavior (“Personality Structure”). This was determined by the act-frequency approach, which emphasizes the correlation between a person’s actions and “the frequencies with which specific acts are performed during a specified period of time” (“Personality …show more content…
Bobo sought to resolve the criticisms of the relationship between education and political tolerance, particularly Sullivan’s, and the substantial preceding work he contradicted. Sullivan’s findings were contradictory to Bobo’s. Bobo’s findings supported previous research that there was a strong relationship between tolerance and education, suggesting that Sullivan’s work did not reach this conclusion because Sullivan’s model was solely contingent on measuring tolerance in “extremely disliked groups” while Bobo developed the distinction between tolerance and extreme versus ordinary conditions (“Education and Political Tolerance: Testing”). As such, Sullivan’s results are contingent on times of extreme conditions and aren’t representative of U.S. citizens’ attitudes at large. Not only does education produce a refined form of thinking, but it creates exposure to diverse social groups, increasing