Maslow’s Hierarchy of Needs 马斯洛需求分析（中英文）

‌马斯洛需求层次理论‌是由美国心理学家亚伯拉罕·马斯洛在1943年提出的，旨在解释人类动机和人格发展的理论。该理论将人类需求分为五个层次，从低到高依次为生理需求、安全需求、社交需求、尊重需求和自我实现需求。‌

Maslow’s Hierarchy of Needs 马斯洛需求分析

• What is Maslow’s Hierarchy of Needs? 什么是马斯洛需求
  • According to Maslow (1943, 1954), human needs were arranged in a hierarchy, with physiological (survival) needs at the bottom, and the more creative and intellectually oriented ‘self-actualization’ needs at the top. Maslow argued that survival needs must be satisfied before the individual can satisfy the higher needs. The higher up the hierarchy, the more difficult it is to satisfy the needs associated with that stage, because of the interpersonal and environmental barriers that inevitably frustrate us. Higher needs become increasingly psychological and long-term rather than physiological and short-term, as in the lower survival-related needs. 根据马斯洛（1943,1954）的观点，人类的需求是按层次排列的，生理（生存）需求位于底部，而更具创造性和智力导向的“自我实现”需求位于顶部。马斯洛认为，在个体能够满足更高的需求之前，生存需求必须得到满足。层次越高，就越难满足与这一阶段相关的需求，因为人际关系和环境障碍不可避免地会让我们感到沮丧。较高的需要越来越多地变成心理上的和长期的，而不是生理上的和短期的，就像较低的与生存有关的需要一样。
    • • 1. Physiological needs are biological requirements for human survival, e.g., air, food, drink, shelter, clothing, warmth, sex, and sleep. 生理需求是人类生存的生物需求，如空气、食物、饮料、住所、衣服、温暖、性和睡眠。
        • Our most basic need is for physical survival, and this will be the first thing that motivates our behavior. Once that level is fulfilled, the next level up is what motivates us, and so on. The human body cannot function optimally if physiological needs are not satisfied. Maslow considered physiological needs the most important as all the other needs become secondary until these needs are met. Once an individual’s physiological needs are satisfied, the need for security and safety becomes salient. 我们最基本的需求是身体生存，这将是激励我们行为的第一件事。一旦达到了这个层次，下一个层次就是我们的动力，以此类推。如果生理需求得不到满足，人体就不能发挥最佳功能。马斯洛认为生理需求是最重要的，所有其他需求都是次要的，直到这些需求得到满足。一旦个体的生理需求得到满足，对安全的需求就会变得突出。
      • 2. Safety needs – people want to experience order, predictability, and control in their lives. 安全需求——人们希望在生活中体验到秩序、可预测性和可控制性。
        • Safety needs can be fulfilled by the family and society (e.g., police, schools, business, and medical care). For example, emotional security, financial security (e.g., employment, social welfare), law and order, freedom from fear, social stability, property, health, and well-being (e.g., safety against accidents and injury). After physiological and safety needs have been fulfilled, the third level of human needs is social and involves feelings of belongingness. 安全需求可以由家庭和社会（如警察、学校、企业和医疗保健）来满足。例如，情感安全、经济安全（如就业、社会福利）、法律和秩序、免于恐惧的自由、社会稳定、财产、健康和福祉（如免受事故和伤害的安全）。在生理和安全需求得到满足之后，人类需求的第三个层次是社会性的，涉及归属感。
      • 3. Love and belongingness needs refers to a human emotional need for interpersonal relationships, affiliating, connectedness, and being part of a group. 爱与归属需求是指人类对人际关系、隶属关系、联系和成为群体一部分的情感需求。
        • Examples of belongingness needs include friendship, intimacy, trust, acceptance, receiving and giving affection, and love. This need is especially strong in childhood and can override the need for safety, as witnessed in children who cling to abusive parents. 归属感需求的例子包括友谊、亲密、信任、接纳、接受和给予情感以及爱。这种需求在童年时期尤其强烈，可以压倒对安全的需求，就像那些依附于虐待父母的孩子一样。
      • 4. Esteem needs are the fourth level in Maslow’s hierarchy and include self-worth, accomplishment, and respect. 自尊需求是马斯洛层次理论中的第四个层次，包括自我价值、成就和尊重。
        • Maslow classified esteem needs into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect from others (e.g., status, prestige). Esteem is the typical human desire to be accepted and valued by others. People often engage in a profession or hobby to gain recognition, which gives them a sense of contribution or value. Low self-esteem or an inferiority complex may result from imbalances during this level in the hierarchy. Maslow indicated that the need for respect or reputation is most important for children and adolescents and precedes real self-esteem or dignity. 马斯洛将尊重需求分为两类：(i)对自己的尊重（尊严、成就、掌握、独立）和（ii）对他人声誉或尊重的渴望（如地位、威望）。自尊是一种典型的人类渴望被他人接受和重视的欲望。人们经常从事一项职业或爱好，以获得认可，这给他们一种贡献或价值感。低自尊或自卑情结可能是由于这一层次的不平衡造成的。马斯洛指出，对尊重或声誉的需求对儿童和青少年来说是最重要的，并且先于真正的自尊或尊严。
      • 5. Self-actualization needs are the highest level in Maslow’s hierarchy, and refer to the realization of a person’s potential, self-fulfillment, seeking personal growth, and peak experiences. 自我实现需求是马斯洛层次理论中最高层次的需求，是指人的潜能实现、自我实现、寻求个人成长和高峰体验。
        • This level of need refers to what a person’s full potential is and the realization of that potential. Maslow (1943, 1987, p. 64) describes this level as the desire to accomplish everything that one can, and “to become everything one is capable of becoming”. Individuals may perceive or focus on this need very specifically. For example, one individual may have a strong desire to become an ideal parent. In another, the desire may be expressed athletically. For others, it may be expressed in paintings, pictures, or inventions. Although Maslow did not believe that many of us could achieve true self-actualization, he did believe that all of us experience transitory moments (known as ‘peak experiences’) of self-actualization. Such moments, associated with personally significant events such as childbirth, sporting achievement and examination success), are difficult to achieve and maintain consistently. 这一层次的需求是指一个人的全部潜力是什么以及这种潜力的实现。马斯洛（1943年，1987年，第64页）将这一层次描述为渴望完成自己所能完成的一切，并“成为自己有能力成为的一切”。个人可能会非常具体地感知或关注这种需求。例如，一个人可能有成为理想父母的强烈愿望。在另一种情况下，这种欲望可能是通过运动来表达的。对另一些人来说，它可能表现在绘画、图片或发明中。虽然马斯洛不相信我们中的许多人能够实现真正的自我实现，但他确实相信我们所有人都经历过自我实现的短暂时刻（称为“高峰体验”）。这些时刻与个人重大事件（如分娩、运动成绩和考试成绩）有关，很难持续实现和保持。
  • Maslow posited that human needs are arranged in a hierarchy:
    • “It is quite true that man lives by bread alone — when there is no bread. But what happens to man’s desires when there is plenty of bread and when his belly is chronically filled? At once other (and “higher”) needs emerge and these, rather than physiological hungers, dominate the organism. And when these in turn are satisfied, again new (and still “higher”) needs emerge and so on. This is what we mean by saying that the basic human needs are organized into a hierarchy of relative prepotency” (Maslow, 1943, p. 375) . “人只靠面包生活，这是千真万确的——没有面包的时候。但是，当人的肚子长期被填满，而面包充足时，他的欲望会发生什么变化呢？其他（和“更高”的）需求立即出现，而这些需求，而不是生理上的饥饿，支配着生物体。而当这些需求得到满足时，又会出现新的（仍然“更高”）需求，以此类推。这就是我们所说的人类的基本需求被组织成一个相对优势的等级”（马斯洛，1943，第375页）。 Key Point: Keep in mind that Maslow’s hierarchy of needs doesn't follow a strict linear progression. Individuals can feel various needs at the same time or shift between levels. Maslow continued to refine his theory based on the concept of a hierarchy of needs over several decades (Maslow, 1943, 1962, 1987). Regarding the structure of his hierarchy, Maslow (1987) proposed that the order in the hierarchy “is not nearly as rigid” (p. 68) as he may have implied in his earlier description. Maslow noted that the order of needs might be flexible based on external circumstances or individual differences. For example, he notes that for some individuals, the need for self-esteem is more important than the need for love. For others, the need for creative fulfillment may supersede even the most basic needs. Maslow (1987) also pointed out that most behavior is multi-motivated and noted that “any behavior tends to be determined by several or all of the basic needs simultaneously rather than by only one of them” (p. 71). 关键点：记住，马斯洛的需求层次并没有遵循严格的线性级数。个体可以同时感受到不同的需求，或者在不同的层次之间转换。几十年来，马斯洛在需求层次的概念基础上不断完善他的理论（马斯洛，1943,1962,1987）。关于他的等级结构，马斯洛（1987）提出，等级中的秩序“并不像他在早期描述中暗示的那样严格”（第68页）。马斯洛指出，需求的顺序可能是灵活的基于外部环境或个体差异。例如，他指出，对一些人来说，自尊的需要比爱的需要更重要。对另一些人来说，创造性满足的需求甚至可能取代最基本的需求。马斯洛（1987）也指出，大多数行为是多动机的，并指出“任何行为往往是由几个或所有的基本需求同时决定的，而不是由其中一个决定的”（第71页）。 Maslow (1954) proposed that human beings possess two sets of needs. This five-stage model can be divided into deficiency needs and growth needs. The first four levels are often referred to as deficiency needs (D-needs), and the top level is known as growth or being needs (B-needs). 关键点：记住，马斯洛的需求层次并没有遵循严格的线性级数。个体可以同时感受到不同的需求，或者在不同的层次之间转换。几十年来，马斯洛在需求层次的概念基础上不断完善他的理论（马斯洛，1943,1962,1987）。关于他的等级结构，马斯洛（1987）提出，等级中的秩序“并不像他在早期描述中暗示的那样严格”（第68页）。马斯洛指出，需求的顺序可能是灵活的基于外部环境或个体差异。例如，他指出，对一些人来说，自尊的需要比爱的需要更重要。对另一些人来说，创造性满足的需求甚至可能取代最基本的需求。马斯洛（1987）也指出，大多数行为是多动机的，并指出“任何行为往往是由几个或所有的基本需求同时决定的，而不是由其中一个决定的”（第71页）。
      • Deficiency needs 基本需要/缺失性需要
        • Deficiency needs concern basic survival and include physiological needs (such as the need for food, sex, and sleep) and safety needs (such as the need for security and freedom from danger). Behaviors associated with these needs are seen as ‘deficiency’ motivated, as they are a means to an end. Deficiency needs arise due to deprivation and are said to motivate people when they are unmet. Also, the motivation to fulfill such needs will become stronger the longer they are denied. For example, the longer a person goes without food, the more hungry they will become. Maslow (1943) initially stated that individuals must satisfy lower-level deficit needs before progressing to meet higher-level growth needs. However, he later clarified that satisfaction of a need is not an “all-or-none” phenomenon, admitting that his earlier statements may have given “the false impression that a need must be satisfied 100 percent before the next need emerges” (1987, p. 69). When a deficit need has been “more or less” satisfied, it will go away, and our activities become habitually directed toward meeting the next set of needs we have yet to satisfy. These then become our salient needs. However, growth needs continue to be felt and may even become stronger once engaged. 缺失性需求涉及基本生存，包括生理需求（如对食物、性和睡眠的需求）和安全需求（如对安全和免于危险的需求）。与这些需求相关的行为被视为“缺失性”动机，因为它们是达到目的的一种手段。缺失性需求是由于匮乏而产生的，据说当人们的需求没有得到满足时，它会激励人们。而且，这些需求被拒绝的时间越长，满足这些需求的动机就会越强烈。例如，一个人不吃东西的时间越长，他们就会变得越饿。马斯洛（1943）最初指出，个体必须先满足较低层次的赤字需求，然后才能满足较高层次的增长需求。然而，他后来澄清说，需求的满足并不是一个“全有或全无”的现象，承认他早期的陈述可能给了“一种错误的印象，即在下一个需求出现之前，一个需求必须得到100%的满足”（1987年，第69页）。当缺失的需求“或多或少”得到满足时，它就会消失，我们的活动就会习惯性地转向满足下一组我们尚未满足的需求。这些就成为我们的突出需求。然而，增长需求仍在继续，甚至可能在参与后变得更强。
      • Growth needs 心理需要/成长性需求
        • Growth needs are more psychological and are associated with realizing an individual’s full potential and needing to ‘self-actualize’. These needs are achieved more through intellectual and creative behaviors. Growth needs do not stem from a lack of something but rather from a desire to grow as a person. Once these growth needs have been reasonably satisfied, one may be able to reach the highest level, called self-actualization. Growth needs are achieved more through intellectual and creative behaviors. Every person is capable and has the desire to move up the hierarchy toward a level of self-actualization. Unfortunately, progress is often disrupted by a failure to meet lower-level needs. Life experiences, including divorce and the loss of a job, may cause an individual to fluctuate between levels of the hierarchy. Therefore, not everyone will move through the hierarchy in a uni-directional manner but may move back and forth between the different types of needs. 成长性需求更多的是心理上的，与实现个人的全部潜力和“自我实现”的需要有关。这些需求更多的是通过智力和创造性的行为来实现的。成长性需求不是源于缺乏什么，而是源于作为一个人成长的愿望。一旦这些成长性需求得到合理的满足，一个人就可以达到最高的层次，称为自我实现。成长性需要更多地通过智力和创造性行为来实现。每个人都有能力，也都有向更高层次的自我实现迈进的愿望。不幸的是，进展常常因未能满足较低层次的需求而中断。生活经历，包括离婚和失业，可能会导致个人在等级制度的各个层次之间波动。因此，不是每个人都会以单向的方式在层次结构中移动，而是可能在不同类型的需求之间来回移动。
• The expanded hierarchy of needs 需求层次的扩大
  • It is important to note that Maslow’s (1943, 1954) five-stage model has been expanded to include cognitive and aesthetic needs (Maslow, 1970a) and later transcendence needs (Maslow, 1970b). 值得注意的是，马斯洛（1943,1954）的五阶段模型已经扩展到包括认知和审美需求（马斯洛，1970a）以及后来的超越需求（马斯洛，1970b）。
    • Changes to the original five-stage model are highlighted and include a seven-stage model and an eight-stage model; both developed during the 1960s and 1970s. 强调了对原始五阶段模型的更改，包括七阶段模型和八阶段模型；两者都是在20世纪60年代和70年代发展起来的。
      • 1. Biological and physiological needs – air, food, drink, shelter, warmth, sex, sleep, etc. 生物和生理需求——空气、食物、饮料、住所、温暖、性、睡眠等。
      • 2. Safety needs – protection from elements, security, order, law, stability, freedom from fear. 安全需求-免受各种因素的保护，安全，秩序，法律，稳定，免于恐惧。
      • 3. Love and belongingness needs – friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work). 爱和归属需要——友谊、亲密、信任、接纳、接受和给予感情和爱。加入，成为团体（家庭、朋友、工作）的一部分。
      • 4. Esteem needs – which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the need to be accepted and valued by others (e.g., status, prestige). 尊重需求——马斯洛将其分为两类：(i)对自己的尊重（尊严、成就、掌握、独立）和（ii）被他人接受和重视的需要（如地位、威望）。
      • 5. Cognitive needs – knowledge and understanding, curiosity, exploration, need for meaning and predictability. Cognitive needs drive our pursuit of knowledge and understanding. For instance, a student’s desire to understand complex mathematical theories, a traveler’s curiosity about diverse cultures, or an individual’s quest for life’s deeper meanings all exemplify these needs. Meeting these needs facilitates personal growth, comprehension, and a deeper understanding of life and its complexities. 认知需求——知识和理解、好奇心、探索、对意义和可预测性的需求。认知需求驱动着我们对知识和理解的追求。例如，学生对理解复杂数学理论的渴望，旅行者对不同文化的好奇心，或者个人对生活更深层次意义的追求，都是这些需求的例证。满足这些需求有助于个人成长、理解和对生活及其复杂性的更深刻理解。
      • 6. Aesthetic needs – appreciation and search for beauty, balance, form, etc. Fulfilling these needs leads to a deeper sense of satisfaction and harmony in life, as individuals seek environments and experiences that are pleasing and resonant with their sense of beauty. This involves the appreciation and pursuit of art, music, nature, and other forms of aesthetic expression. Fulfilling these needs isn’t just about physical beauty but also the emotional and psychological satisfaction derived from experiencing order and elegance. 审美需求——欣赏和寻找美、平衡、形式等。满足这些需求会导致生活中更深层次的满足感和和谐感，因为个人会寻求令人愉悦的环境和经历，并与他们的美感产生共鸣。这包括对艺术、音乐、自然和其他形式的审美表达的欣赏和追求。满足这些需求不仅仅是外在的美，还包括从体验秩序和优雅中获得的情感和心理上的满足。
      • 7. Self-actualization needs – realizing personal potential, self-fulfillment, seeking personal growth, and peak experiences. 自我实现需求——实现个人潜能、自我实现、寻求个人成长、高峰体验。
      • 8. Transcendence needs – A person is motivated by values that transcend beyond the personal self. Beyond self-actualization, they represent the human desire to connect with a higher reality, purpose, or the universe. This level emphasizes altruism, spiritual connection, and helping others achieve their potential. Individuals seek experiences that move beyond personal concerns, aiming to achieve a deep sense of unity, understanding, and belonging within the vast expanse of existence. Examples of transcendence needs include mystical experiences and certain experiences with nature, aesthetic experiences, sexual experiences, service to others, the pursuit of science, religious faith, etc.). 超越需求——一个人被超越个人自我的价值观所激励。除了自我实现之外，它们代表了人类与更高的现实、目的或宇宙联系的愿望。这一层次强调利他主义，精神联系，帮助他人实现他们的潜力。个人寻求超越个人关注的体验，旨在在浩瀚的存在中实现深刻的团结、理解和归属感。超越性需求的例子包括神秘体验和某些自然体验、审美体验、性体验、为他人服务、追求科学、宗教信仰等)。
• Self-Actualization Needs 自我实现的需要
  • Instead of focusing on psychopathology and what goes wrong with people, Maslow (1943) formulated a more positive account of human behavior which focused on what goes right. He was interested in human potential, and how we fulfill that potential. Psychologist Abraham Maslow (1943, 1954) stated that human motivation is based on people seeking fulfillment and change through personal growth. Self-actualized people are those who are fulfilled and doing all they are capable of. The growth of self-actualization (Maslow, 1962) refers to the need for personal growth and discovery that is present throughout a person’s life. For Maslow, a person is always “becoming” and never remains static in these terms. In self-actualization, a person comes to find a meaning in life that is important to them. As each individual is unique, the motivation for self-actualization leads people in different directions (Kenrick et al., 2010). For some people, self-actualization can be achieved through creating works of art or literature; for others, through sports, in the classroom, or within a corporate setting. Maslow (1962) believed self-actualization could be measured through the concept of peak experiences. This occurs when a person experiences the world totally for what it is, and there are feelings of euphoria, joy, and wonder. It is important to note that self-actualization is a continual process of becoming rather than a perfect state one reaches of a “happy ever after” (Hoffman, 1988). Maslow offers the following description of self-actualization: “It refers to the person’s desire for self-fulfillment, namely, to the tendency for him to become actualized in what he is potentially. The specific form that these needs will take will of course vary greatly from person to person. In one individual it may take the form of the desire to be an ideal mother, in another it may be expressed athletically, and in still another it may be expressed in painting pictures or in inventions” (Maslow, 1943, p. 382–383). 马斯洛（1943）没有把重点放在精神病理学和人们的问题上，而是对人类行为进行了更积极的描述，关注的是什么是正确的。他感兴趣的是人类的潜能，以及我们如何实现这种潜能。心理学家亚伯拉罕·马斯洛（1943,1954）指出，人类的动机是基于人们通过个人成长寻求实现和改变。自我实现的人是那些感到满足并尽其所能的人。自我实现的成长（马斯洛，1962）指的是个人成长和发现的需要，这种需要贯穿于一个人的一生。对于马斯洛来说，一个人总是在“变”，在这些术语中永远不会保持静止。在自我实现中，一个人开始找到对他们重要的生活意义。由于每个人都是独一无二的，自我实现的动机会引导人们走向不同的方向（Kenrick et al., 2010）。对一些人来说，自我实现可以通过创作艺术或文学作品来实现；对另一些人来说，可以通过运动、课堂或公司环境来实现。马斯洛（1962）认为自我实现可以通过高峰体验的概念来衡量。当一个人完全体验这个世界的本来面貌时，就会产生欣快、快乐和惊奇的感觉。值得注意的是，自我实现是一个持续的过程，而不是一个“从此幸福”的完美状态（霍夫曼，1988）。马斯洛对自我实现的描述如下：“它指的是一个人对自我实现的渴望，也就是说，他倾向于实现他潜在的东西。当然，这些需求的具体形式因人而异。在一个人身上，它可能表现为成为一个理想母亲的愿望，在另一个人身上，它可能表现为体育运动，在另一个人身上，它可能表现为绘画或发明”（马斯洛，1943,p. 382-383）。
  • Characteristics of Self-Actualized People 自我实现者的特征
    • Although we are all, theoretically, capable of self-actualizing, most of us will not do so, or only to a limited degree. Maslow (1970) estimated that only two percent of people would reach the state of self-actualization. He was especially interested in the characteristics of people whom he considered to have achieved their potential as individuals. By studying 18 people, he considered to be self-actualized (including Abraham Lincoln and Albert Einstein), Maslow (1970) identified 15 characteristics of a self-actualized person. 虽然从理论上讲，我们都有自我实现的能力，但我们大多数人不会这样做，或者只是在有限的程度上这样做。马斯洛（1970）估计只有2%的人会达到自我实现的状态。他特别感兴趣的是那些他认为已经实现了个人潜力的人的特征。马斯洛（1970）通过研究18个他认为是自我实现的人（包括亚伯拉罕·林肯和阿尔伯特·爱因斯坦），确定了自我实现的人的15个特征。
      • Characteristics of self-actualizers:
        • 1. They perceive reality efficiently and can tolerate uncertainty; 2. Accept themselves and others for what they are; 3. Spontaneous in thought and action; 4. Problem-centered (not self-centered); 5. Unusual sense of humor; 6. Able to look at life objectively; 7. Highly creative; 8. Resistant to enculturation, but not purposely unconventional; 9. Concerned for the welfare of humanity; 10. Capable of deep appreciation of basic life-experience; 11. Establish deep satisfying interpersonal relationships with a few people; 12. Peak experiences; 13. Need for privacy; 14. Democratic attitudes; 15. Strong moral/ethical standards.
          • 1. 他们能有效地感知现实，并能容忍不确定性； 2. 接受自己和他人的本来面目； 3. 思想和行动自发的； 4. 以问题为中心（不以自我为中心）； 5. 不寻常的幽默感； 6. 能够客观地看待生活； 7. 高度创造性; 8. 抵制文化同化，但不是故意打破常规的； 9. 关心人类福祉； 10. 对基本生活经验有深刻体会； 11. 与少数人建立深厚的、令人满意的人际关系； 12. 高峰体验; 13. 需要隐私； 14. 民主态度; 15. 强烈的道德/伦理标准。
      • Behavior leading to self-actualization: 自我实现的行为
        • 1. Experiencing life like a child, with full absorption and concentration; 2. Trying new things instead of sticking to safe paths; 3. Listening to your own feelings in evaluating experiences instead of the voice of tradition, authority or the majority; 4. Avoiding pretense (“game playing”) and being honest; 5. Being prepared to be unpopular if your views do not coincide with those of the majority; 6. Taking responsibility and working hard; 7. Trying to identify your defenses and having the courage to give them up.
          • 1. 像孩子一样体验生活，全神贯注； 2. 尝试新事物，而不是墨守成规； 3. 在评价经验时倾听自己的感受，而不是传统、权威或多数人的声音； 4. 避免伪装（“游戏”），诚实守信； 5. 如果你的观点与大多数人不一致，做好不受欢迎的准备； 6. 负责任，努力工作； 7. 试着找出你的防御，并有勇气放弃它们。
      • The characteristics of self-actualizers and the behaviors leading to self-actualization are shown in the list above. Although people achieve self-actualization in their own unique way, they tend to share certain characteristics. However, self-actualization is a matter of degree, ‘There are no perfect human beings’ (Maslow, 1970a, p. 176). It is not necessary to display all 15 characteristics to become self-actualized, and not only self-actualized people will display them. Maslow did not equate self-actualization with perfection. Self-actualization merely involves achieving one’s potential. Thus, someone can be silly, wasteful, vain and impolite, and still self-actualize. Less than two percent of the population achieve self-actualization. 自我实现者的特征和导致自我实现的行为如上面的列表所示。尽管人们以自己独特的方式实现自我实现，但他们往往具有某些共同的特征。然而，自我实现是一个程度问题，“没有完美的人”（马斯洛，1970a，第176页）。要实现自我实现，没有必要展示所有15个特征，而且并不是只有自我实现的人才会展示这些特征。马斯洛没有把自我实现等同于完美。自我实现仅仅涉及实现一个人的潜力。因此，有些人可以愚蠢、浪费、虚荣和不礼貌，但仍然可以自我实现。只有不到2%的人实现了自我实现。
• Applications & Examples 应用案例
  • Workplace organizations and employee motivation 工作场所组织和员工激励 The theory applies to organizational structures and the motivation of employees. To enhance performance, the organizational culture and HR strategies must address and fulfill the needs of employees. HR strategies, including compensation, benefits, job design, training, cultural development, and performance evaluations, can be tailored to cater to Maslow’s hierarchy of needs (Jerome, 2013). 该理论适用于组织结构和员工激励。为了提高绩效，组织文化和人力资源战略必须解决并满足员工的需求。人力资源战略，包括薪酬、福利、工作设计、培训、文化发展和绩效评估，可以根据马斯洛的需求层次理论进行调整（Jerome, 2013）。
    • 1. What can managers do to motivate employees with physiological needs? At the foundational physiological level, organizations should provide wages that sustain a decent standard of living and comprehensive benefits, ensuring employees can comfortably cater to necessities such as food, shelter, and medical care.   1. 管理者如何激励有生理需求的员工？ 在基本的生理层面上，组织应该提供维持体面生活水平和综合福利的工资，确保员工能够舒适地满足食品、住房和医疗等必需品。
      • Offer comprehensive healthcare benefits – Quality health insurance, dental, vision, mental health coverage, and wellness programs demonstrate you care about employees’ overall health and ability to afford care.
        • 提供全面的医疗福利——优质的医疗保险、牙科、视力、精神健康保险和健康计划表明你关心员工的整体健康和支付医疗费用的能力。
      • Subsidize gym memberships – Some companies offer monthly gym subsidies or onsite fitness centers to support physical health and stress management.
        • 补贴健身房会员——一些公司每月提供健身房补贴或现场健身中心，以支持身体健康和压力管理。
      • Make the space ergonomic – Ensure workstations, chairs, keyboards, etc. are height adjustable and comfortable to work at for extended periods to prevent bodily strain or injury.
        • 使空间符合人体工程学-确保工作站，椅子，键盘等高度可调，舒适地长时间工作，以防止身体紧张或受伤。
      • Pay for wellness services – Some companies offer perks like free annual flu shots, smoking cessation programs, or biometric screenings to proactively address health.
        • 为健康服务付费——一些公司提供免费的年度流感疫苗、戒烟计划或生物识别筛查等福利，以主动解决健康问题。
    • 2. What can managers do to motivate employees with safety needs? For the safety tier, offering job stability, secure working conditions, and equitable compensation is essential. Employees are more motivated when they feel both financially stable and physically safe within their workplace. 2. 管理人员可以做些什么来激励有安全需求的员工？ 对于安全层来说，提供稳定的工作、安全的工作条件和公平的薪酬是至关重要的。当员工在工作场所感到经济稳定和身体安全时，他们会更有动力。
      • Establish anti-harassment policies and reporting procedures – Ensure strong systems are in place for reporting issues confidentially and without retaliation. •建立反骚扰政策和报告程序-确保建立强有力的系统，以保密和不报复地报告问题。
      • Cultivate psychological safety – Foster an environment where people feel safe to take risks, make mistakes, and speak up without fear of embarrassment or punishment. •培养心理安全感——营造一种环境，让人们可以放心冒险、犯错、畅所欲言，而不必担心尴尬或受到惩罚。
      • Define and reinforce ethical standards – Clearly establish and model expected conduct to prevent ethical lapses that undermine security. •定义和加强道德标准-明确建立和示范预期行为，以防止破坏安全的道德失误。
      • Promote transparency in pay and promotion practices – Clearly communicate compensation structure, advancement criteria, and salary negotiation options to build trust. •提高薪酬和晋升实践的透明度——明确沟通薪酬结构、晋升标准和薪资谈判选项，以建立信任。
    • 3. What can managers do to motivate employees with social needs? Addressing social needs involves cultivating an inclusive community within the organization. Team-building exercises, social gatherings, mentorship initiatives, and transparent communication can foster a sense of belonging. Motivation is heightened when employees feel appreciated and integrated within their teams. 3.管理者如何激励有社会需求的员工？ 解决社会需求需要在组织内部培养一个包容的社区。团队建设练习、社交聚会、导师倡议和透明的沟通可以培养归属感。当员工感到被赏识并融入团队时，他们的积极性就会提高。
      • Develop mother’s rooms – Providing clean, private lactation rooms supports new mothers’ needs to pump breast milk during work hours. 设立母亲室——提供干净、私人的哺乳室，以满足新妈妈在工作时间吸母乳的需要。
      • Train supervisors in mental health first aid – Equip leaders to recognize signs of depression, anxiety, substance abuse and properly intervene or connect employees with help. 对主管们进行心理健康急救培训-使领导能够识别抑郁、焦虑、药物滥用的迹象，并适当干预或为员工提供帮助。
      • Develop a mentorship program – Allow experienced employees to mentor newer ones to establish interpersonal bonds and a sense of support. 制定指导计划——允许有经验的员工指导新员工，建立人际关系和支持感。
      • Model inclusive language and behavior – Use words and actions that are welcoming and respectful to all groups. 以包容的语言和行为为榜样-使用欢迎和尊重所有群体的语言和行为。
      • Share vulnerability and imperfections – Leaders should open up on mistakes, challenges, and lessons learned to humanize the workplace. 分享弱点和不完美——领导者应该坦诚面对错误、挑战和经验教训，让工作场所变得人性化。
    • 4. What can managers do to motivate employees with esteem needs? To cater to esteem needs, organizations should implement recognition systems, merit-based promotions, and leadership roles. 4. 管理者该如何激励有尊重需求的员工呢？ 为了迎合尊重的需要，组织应该实施认可系统、基于绩效的晋升和领导角色。
      • Leverage unique talents – Properly designated titles that reflect an individual’s role and status can also be beneficial. 利用独特的才能——适当指定反映个人角色和地位的头衔也是有益的。
      • Make the most of performance reviews – Regular performance evaluations not only offer recognition but also highlight areas for growth, feeding into the employees’ need for esteem. Thoroughly highlight strengths, progress made, and areas of influence. 充分利用绩效评估——定期的绩效评估不仅提供了认可，还突出了发展的领域，满足了员工对尊重的需求。充分强调自己的优势、取得的进展和影响的领域。
      • Entrust employees with mentoring roles – Having them share knowledge and coach others recognizes their expertise. 让员工担当导师的角色——让他们分享知识并指导他人，以认可他们的专业技能。
    • 5.What can managers do to motivate employees with self-actualization needs? For self-actualization, organizations should ensure that job roles align with employees’ talents and passions. By empowering employees, presenting them with challenges, and fostering an environment that encourages innovation, organizations can facilitate their journey toward self-actualization. 5.管理者该如何激励有自我实现需求的员工呢？ 为了自我实现，组织应该确保工作角色与员工的才能和激情保持一致。通过赋予员工权力，向他们提出挑战，培养鼓励创新的环境，组织可以促进他们走向自我实现的旅程。
      • Foster innovation – Dedicate time and resources for experimenting with new ideas without pressure. •鼓励创新——在没有压力的情况下，投入时间和资源来试验新想法。
      • Sponsor continuing education – Provide tuition reimbursement or subsidies for advanced courses and certificate programs. Offer paid time for relevant reading, online courses, conferences, and seminars. •赞助继续教育-为高级课程和证书课程提供学费报销或补贴。提供相关阅读、在线课程、会议和研讨会的付费时间。
  • Nursing 护理
    • The hierarchy provides a framework for understanding patients as multifaceted human beings. Patient care should be holistic, not just medical. Nurses must assess and address the spectrum of patient needs – physical, mental, emotional, and social (Jackson et al., 2014; Toney-Butler & Thayer, 2023). Doing so motivates greater engagement in care, faster healing, and improved outcomes. 层次结构提供了一个框架来理解病人是一个多面性的人。对病人的护理应该是全面的，而不仅仅是医学上的。护士必须评估和解决病人的各种需求——身体、精神、情感和社会需求(Jackson et al., 2014；托尼-巴特勒和塞耶，2023)。这样做会促使人们更积极地参与到护理中来，加快治疗速度，改善治疗效果。
      • 1. Physiological needs (ABC + D) – Ensure patients have adequate nutrition, hydration, pain control, sleep, and physical comfort. Address pain that hinders sleep and recovery. · A – Airway: Ensure the patient has an open airway. · B – Breathing: Assess and support adequate breathing and gas exchange. · C – Circulation: Evaluate and maintain proper blood circulation. · D – Decreased level of consciousness: Monitor for any changes in behavior or mental status. 1. 生理需求(ABC + D) -确保患者有足够的营养、水分、疼痛控制、睡眠和身体舒适。解决妨碍睡眠和恢复的疼痛。 •A -气道：确保患者气道通畅。 •B -呼吸：评估并支持适当的呼吸和气体交换。 •C -循环：评估和维持适当的血液循环。 •D -意识水平下降：监测行为或精神状态的任何变化。
      • 2. Safety needs – Maintain a clean, quiet environment with call bells for assistance. Prevent injuries through fall precautions, blood clot prevention, and pressure ulcer avoidance. Explain tests, treatments, and medications to patients to relieve anxiety. Keep patient info confidential. Foster a climate of trust through compassionate listening. Prevent medication errors. 2. 安全需要-保持一个干净，安静的环境，并设置求救铃。通过预防跌倒、预防血栓和避免压疮来预防伤害。向病人解释测试、治疗和药物以减轻焦虑。对患者信息保密。通过富有同情心的倾听来培养信任的氛围。防止用药错误。
      • 3. Belongingness – Loneliness impedes healing. Make patients feel welcomed and included. Introduce them to other patients. Allow for family visitation and spiritual practices 3. 归属感——孤独阻碍康复。让病人感到受欢迎和包容。把他们介绍给其他病人。允许家人探视和灵修。.
      • 4. Esteem – Show respect through courteous communication and cultural sensitivity. Maintain dignity and privacy. Empower patients in care decisions. Explain care in an easy-to-understand way. Listen attentively to their concerns. Make them feel valued. 4. 尊重——通过礼貌的沟通和文化敏感性来表达尊重。保持尊严和隐私。授权患者做出护理决定。用一种容易理解的方式解释关心。认真倾听他们的担忧。让他们感到被重视。
      • 5. Self-actualization— Align care with patient values and aspirations. Perhaps share motivational stories of those with similar diagnoses who stayed active or provide resources on coping with grief over health changes. 5. 自我实现——使护理与病人的价值观和愿望保持一致。也许可以分享那些有类似诊断但保持活跃的人的励志故事，或者提供应对健康变化带来的悲伤的资源。
      • Special Considerations · Pain Management: While pain is typically considered a physiological need, its priority can vary. Acute, severe pain or pain indicating a life-threatening condition should be addressed immediately. · Hospice Care: For end-of-life care patients, comfort and quality of life may take precedence over addressing physiological needs. · 疼痛管理：虽然疼痛通常被认为是一种生理需要，但其优先级可能有所不同。急性、剧烈疼痛或表明危及生命的疼痛应立即处理。 · 临终关怀：对于临终关怀患者，舒适和生活质量可能优先于解决生理需求。
  • Education 教育
    • Maslow’s (1962) hierarchy of needs theory has made a major contribution to teaching and classroom management in schools. Rather than reducing behavior to a response in the environment, Maslow (1970a) adopts a holistic approach to education and learning. 窗体底端 Maslow examines an individual’s complete physical, emotional, social, and intellectual qualities and how they impact learning. Applying Maslow’s hierarchy theory to the work of the classroom teacher is obvious. Before a student’s cognitive needs can be met, they must first fulfill their basic physiological needs. For example, a tired and hungry student will find it difficult to focus on learning. Students need to feel emotionally and physically safe and accepted within the classroom to progress and reach their full potential. Maslow suggests students must be shown that they are valued and respected in the classroom, and the teacher should create a supportive environment. Students with a low self-esteem will not progress academically at an optimum rate until their self-esteem is strengthened. Maslow’s hierarchy provides a humanistic lens for teaching the whole child. Maslow (1971, p. 195) argued that a humanistic educational approach would develop people who are “stronger, healthier, and would take their own lives into their hands to a greater extent. With increased personal responsibility for one’s personal life, and with a rational set of values to guide one’s choosing, people would begin to actively change the society in which they lived”. 马斯洛（1962）的需求层次理论对学校的教学和课堂管理做出了重大贡献。马斯洛（1970a）没有将行为简化为对环境的反应，而是采用了一种整体的教育和学习方法。马斯洛考察了一个人的身体、情感、社交和智力素质，以及它们如何影响学习。将马斯洛的层次理论应用于课堂教师的工作是显而易见的。在满足学生的认知需求之前，他们必须首先满足他们的基本生理需求。例如，一个又累又饿的学生会发现很难集中精力学习。学生需要在课堂上感受到情感和身体上的安全和被接受，才能进步并充分发挥他们的潜力。马斯洛建议，学生必须在课堂上受到重视和尊重，教师应该创造一个支持性的环境。自尊心低的学生在自尊心得到加强之前，是不会在学业上取得最佳进步的。马斯洛的层次理论为整个孩子的教育提供了人文主义视角。马斯洛（1971,p. 195）认为，人文主义教育方法会培养出“更强壮、更健康，并在更大程度上掌握自己生活的人”。随着个人生活责任感的增加，以及一套理性的价值观来指导人们的选择，人们将开始积极地改变他们所生活的社会。”
      • Here are some ways a teacher can apply Maslow’s hierarchy of needs in the classroom: 1. Physiological – Ensure students have access to water, food, restroom breaks, and movement. Allow snacks, flexible seating, and adequate breaks. 2. Safety – Maintain an orderly classroom with clear expectations. Prevent bullying. Build trust through consistency and fairness. Allow students to make mistakes safely. 3. Belongingness – Facilitate community and collaboration. Foster teamwork through group projects. Learn student names and backgrounds. Appreciate diversity. 4. Esteem – Recognize student strengths and progress. Display student work. Empower leadership roles like line leader or tech helper. Praise efforts, not just achievement. 5. Self-Actualization – Help students pursue interests creatively. Assign passion projects. Encourage goal-setting. Provide enrichment opportunities. Support challenging oneself. When these foundational needs are met, students are more motivated to learn and perform well academically. But needs fluctuate. Be observant and nurture needs as they arise. 以下是教师在课堂上运用马斯洛需求层次理论的一些方法： 生理-确保学生有水，食物，洗手间休息和活动。允许有零食，灵活的座位和充足的休息时间。 安全-保持教室秩序，期望明确。防止欺凌。通过一致性和公平建立信任。允许学生安全地犯错。 归属感——促进社区和合作。通过小组项目培养团队合作精神。了解学生的姓名和背景。提倡多元化。 尊重——认可学生的优点和进步。展示学生的作业。赋予领导角色权力，比如部门领导或技术助手。表扬努力，而不仅仅是成就。 自我实现——帮助学生创造性地追求兴趣。分配有激情的项目。鼓励目标设定。提供丰富的机会。支持挑战自我。当这些基本需求得到满足时，学生就会更有动力去学习，并在学业上取得好成绩。但需求是波动的。当需求出现时，要善于观察并加以培养。
• Critical Evaluation 负面评价
  • The most significant limitation of Maslow’s theory concerns his methodology. Maslow formulated the characteristics of self-actualized individuals by undertaking a qualitative method called biographical analysis. He looked at the biographies and writings of 18 people he identified as being self-actualized. From these sources, he developed a list of qualities that seemed characteristic of this specific group of people, as opposed to humanity in general. From a scientific perspective, there are numerous problems with this particular approach. First, it could be argued that biographical analysis as a method is extremely subjective as it is based entirely on the opinion of the researcher. Personal opinion is always prone to bias, which reduces the validity of any data obtained. Therefore Maslow’s operational definition of self-actualization must not be blindly accepted as scientific fact. Furthermore, Maslow’s biographical analysis focused on a biased sample of self-actualized individuals, prominently limited to highly educated white males (such as Thomas Jefferson, Abraham Lincoln, Albert Einstein, William James, Aldous Huxley, and Beethoven). Although Maslow (1970) did study self-actualized females, such as Eleanor Roosevelt and Mother Teresa, they comprised a small proportion of his sample. This makes it difficult to generalize his theory to females and individuals from lower social classes or different ethnicity. Thus questioning the population validity of Maslow’s findings. Furthermore, it is extremely difficult to empirically test Maslow’s concept of self-actualization in a way that causal relationships can be established. It is difficult to tell in Maslow’s theory where the scientific leaves off and the inspiration begins. His theory is seen as more speculative than empirically proven, with a tendency to substitute rhetoric for research. Another criticism concerns Maslow’s assumption that the lower needs must be satisfied before a person can achieve their potential and self-actualize. This is not always the case, and therefore, Maslow’s hierarchy of needs in some aspects has been falsified. Through examining cultures in which large numbers of people live in poverty (such as India), it is clear that people are still capable of higher-order needs such as love and belongingness. However, this should not occur, as according to Maslow, people who have difficulty achieving very basic physiological needs (such as food, shelter, etc.) are not capable of meeting higher growth needs. Also, many creative people, such as authors and artists (e.g., Rembrandt and Van Gogh) lived in poverty throughout their lifetime, yet it could be argued that they achieved self-actualization. Psychologists now conceptualize motivation as a pluralistic behavior, whereby needs can operate on many levels simultaneously. A person may be motivated by higher growth needs at the same time as lower-level deficiency needs (Wahba & Bridwell, 1973). Contemporary research by Tay and Diener (2011) has tested Maslow’s theory by analyzing the data of 60,865 participants from 123 countries, representing every major region of the world. The survey was conducted from 2005 to 2010. Respondents answered questions about six needs that closely resemble those in Maslow’s model: basic needs (food, shelter); safety; social needs (love, support); respect; mastery; and autonomy. They also rated their well-being across three discrete measures: life evaluation (a person’s view of his or her life as a whole), positive feelings (day-to-day instances of joy or pleasure), and negative feelings (everyday experiences of sorrow, anger, or stress). The results of the study support the view that universal human needs appear to exist regardless of cultural differences. However, the ordering of the needs within the hierarchy was not correct. “Although the most basic needs might get the most attention when you don”t have them,” Diener explains, “you don”t need to fulfill them in order to get benefits [from the others].” Even when we are hungry, for instance, we can be happy with our friends. “They”re like vitamins,” Diener says about how the needs work independently. “We need them all.” Conclusion Maslow’s theory differs from more purely physiological representations of human motivation because motivation is seen as being not just concerned with tension reduction and survival but also with human growth and development. While Maslow’s work was indeed relatively informal and clinically descriptive, it did provide a rich source of ideas, and as such, a framework for discussing the richness and complexity of human motivation that goes beyond homeostatic models and other biological models. 马斯洛理论最重要的局限性在于他的方法论。马斯洛通过一种被称为传记分析的定性方法阐述了自我实现个体的特征。他看了18个人的传记和作品，他认为他们是自我实现的。从这些资料中，他列出了一系列似乎是这一特定群体的特征，而不是一般人类的特征。从科学的角度来看，这种特殊的方法存在许多问题。首先，可以认为传记分析作为一种方法是非常主观的，因为它完全基于研究者的意见。个人观点总是容易产生偏见，这降低了所获得的任何数据的有效性。因此，马斯洛对自我实现的操作性定义不能盲目地接受为科学事实。此外，马斯洛的传记分析集中在一个有偏见的自我实现个体样本上，主要局限于受过高等教育的白人男性（如托马斯·杰斐逊、亚伯拉罕·林肯、阿尔伯特·爱因斯坦、威廉·詹姆斯、奥尔德斯·赫胥黎和贝多芬）。虽然马斯洛（1970）确实研究了自我实现的女性，如埃莉诺·罗斯福和特蕾莎修女，但她们只占他样本的一小部分。这使得很难将他的理论推广到女性和来自较低社会阶层或不同种族的个人。因此，对马斯洛发现的总体有效性提出了质疑。此外，以一种可以建立因果关系的方式对马斯洛的自我实现概念进行实证检验是极其困难的。在马斯洛的理论中，很难分辨出科学从哪里结束，灵感从哪里开始。他的理论被认为是更多的推测而不是经验证明，有一种用修辞代替研究的倾向。另一个批评涉及马斯洛的假设，即在一个人能够实现其潜力和自我实现之前，必须满足较低的需求。情况并非总是如此，因此，马斯洛的需求层次理论在某些方面被证伪了。通过研究大量人口生活在贫困中的文化（比如印度），很明显，人们仍然有能力满足更高层次的需求，比如爱和归属感。然而，这是不应该发生的，因为根据马斯洛的理论，那些难以满足非常基本的生理需求（如食物、住所等）的人是无法满足更高的生长需求的。此外，许多有创造力的人，如作家和艺术家（如伦勃朗和梵高）一生都生活在贫困中，但可以说他们实现了自我实现。心理学家现在将动机概念化为一种多元化的行为，因此需求可以同时在许多层面上起作用。一个人可能受到较高的成长需求和较低水平的不足需求的激励（Wahba & Bridwell, 1973）。Tay和Diener（2011）的当代研究通过分析来自123个国家的60,865名参与者的数据来检验马斯洛的理论，这些国家代表了世界上每个主要地区。该调查于2005年至2010年进行。受访者回答了与马斯洛模型非常相似的六种需求问题：基本需求（食物、住所）；安全;社会需求（爱、支持）；尊重;掌握;和自主权。他们还对自己的幸福感进行了三种不同的评估：生活评估（一个人对自己生活的整体看法）、积极情绪（每天的快乐或快乐）和消极情绪（每天的悲伤、愤怒或压力）。研究结果支持这样一种观点，即无论文化差异如何，人类的普遍需求似乎都存在。然而，层次结构中需求的顺序是不正确的。迪纳解释说：“虽然最基本的需求可能在你没有它们的时候得到了最多的关注，但你不需要为了从其他人那里获得利益而去满足它们。”例如，即使我们饿了，我们也可以和朋友一起快乐。“它们就像维生素一样，”迪纳谈到这些需求是如何独立起作用的。“我们都需要。”马斯洛的理论不同于对人类动机的更纯粹的生理表征，因为动机不仅与紧张的减少和生存有关，而且与人类的成长和发展有关。虽然马斯洛的工作确实是相对非正式和临床描述性的，但它确实提供了丰富的思想来源，因此，讨论人类动机的丰富性和复杂性的框架超越了稳态模型和其他生物模型。