For elementary school students, motivation is achieved through mere compliments and cheering (Warren, 2010, p. 13). This makes then to aim for higher achievements. For instances, when a teacher applauds an elementary student for having scored good marks, he or she gets motivation to tackle more in the subject he or she is complimented in. For the case of secondary students, motivation changes with increased desire to attain higher levels of things. For instance, performingwell in a simple sum motivates them to engage more complex ones.
How the theories are similar and/or different
Maslow’s theory illustrates the fact that motivation is generated from a given level to another. It generates from simple levels which engage psychology to more complex levels which are more or less self-actualized (Warren, 2010, p. 15). Like Maslow’s theory, Skinner’s theory recognizes the fact that motivation increases with increase in rewards as expectations for more rewards.
On differences, Maslow’s theory acknowledges sequential approach in attaining motivation; that is, a certain higher level is achieved after a lower one has been achieved (Siegel, 1990, p. 356). For instance, the desire to gain self-esteem cannot be attained before a person has gained psychological (basic) desires. This theory focuses only on human behavior thereby expressing consistency in procedural needs of humans. This theory is systematic though not having a clear procedure. For instance a person is not able to have motivation at higher levels unless there is motivation at lower levels. Motivation is determined by anticipated awards and not what is to be met in terms of needs. This theory does not acknowledge hierarchical order of motivation. Focuses on both humans and animals hence not addressing motivation from hierarchical approach following different needs of organisms. (Warren, 2010, p. 21; Siegel, 1990, p. 358). Classroom application Applicable in classroom since students at some point in time graduate to advanced levels of motivation as they gain motivation from lower levels. A teacher can use this theory in awarding students’ actions with regards to essence. By doing this, a student gets motivation to achieve things with higher importance. (Gruseca, 1992, p. 779). 1. Motivation defined According to Maslow’s theory of motivation, motivation is defined with basis placed on inherent features which make it inborn. This is argued in an approach that acknowledges hierarchical levels (Gruseca, 1992, p. 777). Skinner on the other hand defines motivation with an approach which is focused on particular things which need to be met. 2. How motivation changes for elementary and secondary students For elementary school students,