A Critical Look at Maslow and Self-Determination Theory in Educational Settings.

Introduction

According to Maslow’s Hierarchy of Needs, human needs are arranged in a pyramid-like structure, beginning with physiological needs such as food, water, and shelter, and ascending toward higher-level needs like self-actualization, which involve creativity, intellectual fulfillment, and personal growth. At the top of the hierarchy, self-actualization represents the realization of an individual's full potential.

In contrast, Self-Determination Theory (SDT) is a comprehensive framework for understanding human motivation and personality. It focuses on two key elements: individuals' inherent tendencies toward growth and their innate psychological needs, specifically autonomy, competence, and relatedness. This theory highlights the importance of supporting individuals’ sense of independence and personal agency, which not only enhances their motivation but also contributes significantly to their overall well-being and psychological health (Simply Psychology, 2024). 

Understanding the Maslow’s Hierarchy of Needs

 Abraham Maslow proposed that human needs are structured in five parts in pyramid: physiological, safety, love and belonging, esteem, and finally self-actualization. The idea is that basic needs must be satisfied before a person can focus on higher-order goals such as personal growth or academic achievement.

In the classroom context, this means a hungry, tired, or emotionally distressed student is unlikely to engage meaningfully with learning. For example, I recall  myself  often arrived at school without breakfast. No matter how engaging the lesson was, my focus would drift. Only after the taking morning meal made me to participate more actively. This demonstrated to me the undeniable truth behind Maslow’s theory, the basic needs are barriers to learning.

Self-Determination Theory: A Modern View of Motivation

In contrast, Self-Determination Theory, developed by Edward Deci and Richard Ryan, suggests that motivation flourishes when three core: psychological needs are fulfilled: autonomy (feeling in control of one's actions), competence (feeling capable), and relatedness (feeling connected to others).

SDT particularly relevant in today’s classrooms is its emphasis on intrinsic motivation. Rather than relying on rewards or punishments, SDT argues that students are naturally curious and driven and it provided the environment supports to their autonomy and emotional well-being. In my experience as a student, I performed best when teachers allowed me some choice in assignments. Choosing a research topic that mattered to me, as it made me more invested and confident. This autonomy fostered a deeper engagement with the subject than any grade or external pressure could.

Analyzing the Two Motivation Theories

Maslow’s Hierarchy of Needs and Deci and Ryan’s Self-Determination Theory (SDT) appear quite different in structure and emphasis. Maslow’s model is hierarchical and linear, suggesting that individuals must satisfy lower-level needs, such as physiological necessities and safety, before they can address higher-order needs like self-esteem and self-actualization.

In contrast, SDT is non-hierarchical and dynamic, proposing that all three psychological needs: autonomy, competence, and relatedness, which are equally essential and can be pursued simultaneously. While Maslow’s theory centers on general human development, SDT focuses specifically on motivation and behavioral engagement, making it highly applicable to educational settings. In practice, Maslow's framework encourages educators to ensure that students’ basic and emotional needs are met as a foundation for learning, whereas SDT emphasizes creating learning environments that foster student autonomy, build competence, and strengthen social connections. Despite their differences, both theories agree that fulfilling human needs is vital to promoting meaningful and effective learning (Visser, 2020).

Educational Relevance and Practical Application

In classrooms especially in diverse and inclusive settings, both theories offer valuable guidance. For instance, Maslow’s framework is especially helpful for identifying barriers to learning. A teacher attuned to Maslow might check if a student’s withdrawal is due to unmet emotional needs rather than academic disinterest (Simply Psychology, 2024). 

Meanwhile, SDT encourages proactive teaching strategies: offering students meaningful choices, setting clear learning goals, fostering collaboration, and giving constructive feedback that builds a sense of competence (Simply Psychology, 2024). 

In my own classroom management plan, I try to blend both approaches. First, I ensure that basic needs are addressed by creating a physically safe, welcoming, and emotionally respectful environment. Then, I apply SDT by designing lessons that allow autonomy and promote peer interactions, like project-based learning and group discussions.

Personal Reflection: Walking the Line Between Needs and Motivation

Reflecting on my own school experience, I now see how both Maslow’s Hierarchy of Needs and Self-Determination Theory (SDT) quietly shaped my learning journey even before I knew these theories existed. I vividly remember a time in high school when I was navigating personal family challenges. The emotional stress at home spilled over into the classroom: I struggled with concentration, disengaged from lessons, and watched my grades decline. It wasn’t until one of my teachers stepped in not just with academic guidance but with genuine emotional support that things began to shift. She listened without judgment, offered flexibility with deadlines, and, more importantly, made me feel seen and understood. Her approach addressed my unmet emotional needs, which Maslow would describe as essential before any higher-level learning can take place.

At the same time, she gently nudged me toward reclaiming control over my learning encouraging me to set small goals, choose topics that interested me, and reflect on my progress. Without realizing it, she was also applying principles from SDT: supporting my autonomy, boosting my sense of competence, and rebuilding my connection with the classroom community. That experience didn’t just help me academically it helped restore my confidence, agency, and hope. It made me feel that learning could still be meaningful, even in the midst of personal adversity.

 Now, as an educator-in-training, these theories continue to shape how I view my future students. I no longer see learners as blank slates waiting to be filled with knowledge. Instead, I see them as whole individuals each bringing with them a story, a set of needs, and a source of internal motivation. Maslow’s framework reminds me that before I can expect students to perform or participate, I must first ensure their fundamental needs emotional safety, belonging, and self-worth are acknowledged and supported. At the same time, SDT inspires me to build learning environments where students feel ownership over their education, where they are challenged appropriately and supported in ways that empower rather than control.

Conclusion

Both Maslow’s Hierarchy of Needs and Self-Determination Theory shine a spotlight on the foundational role of motivation in learning. While Maslow emphasizes the importance of meeting foundational human needs, SDT focuses on creating environments where students feel empowered and connected. Together, they remind educators that learning is not just about transferring knowledge but about nurturing the inner drive that makes learning meaningful.

In applying these theories thoughtfully, we not only improve academic outcomes but also shape resilient, self-aware, and motivated learners  to engage with the real world.

References:

By et al. (2025) Maslow’s hierarchy of needs, Simply Psychology. Available at: https://www.simplypsychology.org/maslow.html (Accessed: 15 May 2025).

By et al. (2023) Self-determination theory of motivation, Simply Psychology. Available at: https://www.simplypsychology.org/self-determination-theory.html (Accessed: 15 May 2025).

Coert Visser. 2020. 4 differences between Maslow’s pyramid and the basic psychological needs from self-determination theory. (November 2020). Retrieved May 15, 2025 from https://www.progressfocused.com/2020/11/4-differences-between-maslows-pyramid.html