Unit 05 human needs code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD. prepared by Ms. SAMAN BIBI & Mariam Rafique

1. COURSE CODE:840
Educational Psychology
UNIT-5
HUMAN NEEDS

2. NEEDS
• Needs may be a natural, biological phenomenon
in an individual, or these may develop over the
period of time through learning.
• Since these two types of needs emerge from two
different sources these may be satisfied by
different types of incentives. Thus needs may be
grouped into three categories:
1. Primary needs
2. Secondary needs
3. General needs

3. TYPES OF NEEDS
1. Primary needs
• Primary needs are also known as physiological,
biological, basic, or unlearned needs.
• However, the term primary is more comprehensive
as compared to other terms.
• Primary needs are animal drives which are essential
for survival.
• These needs are common to all human beings,
though their intensity may differ.
• Some of the needs are food, sleep, air to breathe,
etc.

4. 2. Secondary needs
• Secondary needs are not natural but are learned by the
individual through his experience and interaction.
• Therefore, these are also called learned or derived
needs.
• Emergence of these needs depend on learning.
• There may be different types of secondary needs like
need for power, achievement, status, affiliation, etc.
3. General needs
• There are a number of needs which lie in between the
primary and secondary classifications.
• A need must not be learned but at the same time, it is
not completely physiological.
• There are certain such needs like need for competence,
curiosity, manipulation, affection, etc.

5. HUMAN NEEDS
• “A basic human need is want of something or
requirement for biological, social or spiritual
functioning experienced by a person without which a
person cannot survive.”
• Human needs are commonly used to refer to the
drivers of peoples’ actions, the motives behind human
behavior.
• Needs as motives imply that all human actions can be
understood as originating in the quest for satisfying or
actualizing needs.
• Needs as societal requirements concern what is
necessary for people to avoid serious harm and
participate in their society, whether or not they are
mobilized by them.

6. INTEREST
• An interest is the feeling of a person whose
attention, concern, or curiosity is particularly
engaged by something, or something that
concerns, involves, draws the attention of, or
arouses the curiosity of a person.
• Basically, an interest is something one likes to
do or something that one has a feeling for.
• For example, she has an interest in poetry, or
he is interested in watching the game.

7. • An interest is a subjective attitude motivating
a person to perform a certain task.
• It affords pleasure and satisfaction.
• It results in curiosity towards the object of
interest, enthusiasm to be attached to the
object, strength of will to face difficulties
while engaged in the task of one’s interest, a
definite change in behavior in the presence of
the object characterized by attention and
concentration.

8. TYPES OF INTEREST
• Three types of interest can be identified, each of
which reflects differing amounts of knowledge,
value, and feelings.
• These are:
(1) situational interest,
(2) individual interest (sometimes referred to
as topic interest), and
(3) well-developed individual interest.

9. (1) Situational interest refers to the short-lived or
momentary attention to, or curiosity about, particular
subject matter, and can be accompanied by either
positive or negative feelings.
(2) Individual interest is a relatively enduring
predisposition to experience enjoyment in working with
particular subject matter.
• An individual interest may or may not provide a student
with the support to put forth effort when faced with a
difficult task, presumably because the identification of
individual interest in terms of enjoyment provides no
information about the depth of a student's knowledge
about the topic.

10. (3) Well-developed individual interest is a relatively
enduring predisposition to re-engage particular
classes of subject matter over time.
• A student with a well-developed individual interest
for a subject has more stored knowledge and stored
value for that subject than he or she has for other
subjects.
• With more stored knowledge and stored value for a
given subject matter, the student is positioned to
begin asking curiosity questions that drive
knowledge acquisition, consolidation, and
elaboration, and that leads the student to persist in
the face of frustration or difficulty.

11. NATURE AND CHARACTERISTICS OF
INTERESTS
1. Interests are closely linked with our instincts, basic
needs, drives, and motives.
2. Interest is a pre condition to attention.
3. Interests are innate as well as acquired dispositions.
4. Pursuit of one's interest provides strength to an
individual to resist fatigue.
5. Pursuit of one's interest provides energy and driving
force.
6. Interests are sharpened by heredity and environment.
7. Interests are not fixed and permanent.

12. 8. Interests of individuals tend to become less varied
with increasing age.
9. Interests of individual differ.
10. Interests can be measured.
11. There is some relationship between vocational and
non vocational interests.
12. Learning becomes effective and efficient when
interests of the children are satisfied.
13. Generally speaking ,there is some relationship
between interest and ability.

13. FACTORS AFFECTING INTERESTS
• Interests are innate as well as acquired.
• They are influenced by a number of factors
like physical and health development, age and
sex and above all the environmental factors
including opportunities for the development
of interests.
• Interests depends upon our wants, attitude
and ideals.

14. Personal factors
These include :
1. Child's physical health and physical development.
2. Child's mental health and development.
3. Child's age.
4. Child's sex.
5. Child's pattern of intrinsic behavior.
6. Child's aptitude.
7. Child's ideals, motives and interests.
8. Child's emotions, sentiments, and complexes.

15. Socio-economic or Environmental factors
1. Socio-economic status of the family
2. Rearing practices in the family
3. Cultural status
4. Education and training
5. Opportunities to the child for exploring interest.

16. Maslow’s Hierarchy of Needs

17. MASLOW’S HIERARCHY OF NEEDS
• According to human psychologist Abraham Maslow, our
actions are motivated in order to achieve certain needs.
• His hierarchy suggests that people are motivated to fulfill
basic needs before moving on to other, more advanced
needs.
• People need to satisfy their most important needs first,
then when they achieved this, they can move onto the
next important need.
• Maslow first introduced his theory of hierarchy in his 1943
paper “A Theory of Human Motivation” and his
subsequent book “Motivation and Personality”.

18. 1. THE PHYSIOLOGICAL STAGE
The stage required to sustain life.
• It includes breathing, excretion and the desire for food, water,
sleep and homeostasis (If an individual is searching for
satisfaction, he feels the need. If the need is satisfied, he feels
nothing. In other words, the need ceases to be motivating and
the individual is in a state of homeostasis.)
• These are considered to be the ‘basic’ needs of human life.
• Maslow’s theory suggests that if these fundamental needs are
not satisfied the one must surely be motivated to satisfy
them.
• Higher needs are not recognized until these ‘basic’ needs have
been satisfied.

19. Addressing physiological needs in the
classroom
• When it comes to taking care of physiological needs in
the classroom, it is somewhat of a dual responsibility,
shared between teacher and students.
• The teacher must be aware of the students’ needs,
however the students must also keep the teacher
informed of their needs, such as if a student is having
a difficult time breathing, or if they are thirsty.
• This is when communication is key between teacher
and student.
• Other physiological needs in the classroom may
include desks as well as other school supplies.

20. 2. THE SAFETY STAGE
Once physiological needs have been met, attention and desire
turns to safety and security, in order to be free from the threat
of psychological and physical harm.
Such needs may be fulfilled by:
• Living in a safe area
• Financial reserves
• Job security
• Good health
• According to Maslow’s theory, you can not move up the
pyramid to the next stages if you feel threatened.
• Once the threat has been addressed, one can then move up
the pyramid.

21. Addressing Safety and Security Needs in the
Classroom
• Teachers must maintain a fair, orderly, and safe
classroom at all times.
• Grading and discipline policies must be
understood by the students.
• Students should be aware of the consequences
for their actions.
• The classroom must be a place free from
physical bullying.

22. 3. THE LOVE/ BELONGING STAGE
• Once a person has met the lower physiological and
safety needs, the higher needs can be addressed.
• This begins with the love/belonging stage, which can
also be referred to as the ‘social needs stage’.
• These are the needs related with interaction and can
include family, friendship etc.

23. Addressing Love, Affection and Belongingness
Needs in the Classroom
• Group exercises can increase one’s feeling of
belongingness in a classroom environment.
• Keeping a lighthearted and fun class will improve
affectionate bonds between classmates.
• Recommending either online or face to face study
groups to your students can help them create
friendships with each other.

24. 4. THE ESTEEM STAGE
• Once a person feels like they belong, the need to be
important can arise.
• Esteem needs can be classified as external or
internal.
• Internal esteem needs are related to self-esteem,
such as the need to respect yourself and achieve.
• External esteem needs are those such as social
status, reputation and recognition.

25. Addressing Esteem Needs in the Classroom
• Teachers should ask questions in a way that
encourages participation and avoids embarrassing
students.
• A teacher should ensure that their teaching
environment is free from emotional bullying.
• Encouraging student to study harder after a failed or
below average score on an assignment.
• Congratulating students privately when they perform
above average.

26. 5. THE SELF-ACTUALIZATION STAGE
• Self-actualization is the summit of Maslow’s hierarchy
of needs.
• It can be defined as the quest of reaching your full
potential.
• Unlike some of the lower needs, this need is never
fully satisfied due to the fact that people can ‘grow’
and change and continue to challenge themselves.
• People in this stage tend to have needs such as:
morality, creativity, spontaneity, problem solving,
acceptance of facts, truth, justice, wisdom and
meaning.

27. Addressing self-actualization in the classroom
• This level is the most important for a student-teacher
relationship because the teacher can have a great
effect on the students path towards self-
actualization.
• Teacher can encourage the student when they have
done well, but also push them to achieve their
highest potential.
• Students can use lesson plans incorporated with
technology to step outside of the classroom and
realize their potential in real world scenarios.