Bibliography

Topics: Motivation, Maslow's hierarchy of needs, Psychology Pages: 10 (3918 words) Published: March 10, 2014
BIBLIOGRAPHY
Am, O. (1995). The Evolutionary Structure Of The School System. Norway: Stavanger Biddix, D. (2002). Developing Effective Study Habits. Maryland: Maryland Community College. Birion, J.C. (2013). General Psychology. Malabon City: Mutya Publishing House. Bower R. B. & Bootsin, A.C. (2012). Motivation: Primary and Secondary Identities. Available: http;//chironvaldosta.edu/vhuitt/col/affsys.html DeCarvalho, R. (1991). The Humanistic Paradigm In Education. The Humanistic Psychologist, 19, pp88-104. Delos Reyes, M. (2003). Don’t Manage Your Time. Malabon City: Mutya Publishing House. Edwords, F. (1989). What is Humanism? Available: http://www.jcn.com/humanism.html Gage, N. & Berliner, D. (1991). Educational Psychology(5th ed.). Boston: Houghton, Mifflin. Gianconia, R. & Hedges, L. (1982). Review of Educational Research. Chicago:University of Notre Dame Press. Gogineni, B. (2000). Humanism In The Twenty-First Century. The Humanist, 60, pp27-31. Grohol, J.M. Effective Study Habits. Available: http;//psychcentral.com/lib/most-effective-study-habits/0005999?all=1 King, B. M. (2009). The Science of Psychology. New Jersey: Prentice Hall. Kurtz, P. (2000). Humanist Manifesto 2000: A Call for a New Planetary Humanism. New York: Prometheus Book. Naisbitt, J. (1982). Megatrends. New York: Macmillan/Merrill. Parentela, F.O. & Tuason, V.T. (2013). Psychology Dimensions of the Human Mind. Malabon City: Mutya Publishing House. Rogers, C. & Freiberg H.J. (1994). Freedom to Learn(3rd ed.). New York: Merrill. Toffler, A. (1990). Powershift. New York: Bantam Books.

[p. 370] I. INTRODUCTION
In a previous paper (13) various propositions were presented which would have to be included in any theory of human motivation that could lay claim to being definitive. These conclusions may be briefly summarized as follows: 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 pre-potency. 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 [p. 371] must deal with the problem of levels of specificity or generalization the motives to be classified. 9. Classifications of motivations must be based upon goals rather than upon instigating drives or motivated behavior. 10. Motivation theory should be human-centered rather than animal-centered. 11. The situation or the field in which the organism reacts must be taken into account but the field alone can rarely serve as an exclusive explanation for behavior. Furthermore the field itself...

Bibliography: Am, O. (1995). The Evolutionary Structure Of The School System. Norway: Stavanger
Biddix, D
Birion, J.C. (2013). General Psychology. Malabon City: Mutya Publishing House.
Bower R. B. & Bootsin, A.C. (2012). Motivation: Primary and Secondary Identities. Available: http;//chironvaldosta.edu/vhuitt/col/affsys.html
DeCarvalho, R
Delos Reyes, M. (2003). Don’t Manage Your Time. Malabon City: Mutya Publishing House.
Edwords, F. (1989). What is Humanism? Available: http://www.jcn.com/humanism.html
Gage, N
Gianconia, R. & Hedges, L. (1982). Review of Educational Research. Chicago:University of Notre Dame Press.
Gogineni, B. (2000). Humanism In The Twenty-First Century. The Humanist, 60, pp27-31.
Kurtz, P. (2000). Humanist Manifesto 2000: A Call for a New Planetary Humanism. New York: Prometheus Book.
Naisbitt, J. (1982). Megatrends. New York: Macmillan/Merrill.
Parentela, F.O. & Tuason, V.T. (2013). Psychology Dimensions of the Human Mind. Malabon City: Mutya Publishing House.
Rogers, C. & Freiberg H.J. (1994). Freedom to Learn(3rd ed.). New York: Merrill.
Toffler, A. (1990). Powershift. New York: Bantam Books.
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