台灣教育心理學教科書馬斯洛需求層次論內容分析研究

A Content-Analysis on the Elaboration of Maslow's Theory of Hierarchy of Needs in Educational Psychology Textbook of Taiwan

為了檢視國內教育心理學教科書中關於馬斯洛需求層次論的論述，本研究採用內容分析法解析11本2019年可取得或購得的台灣學者自撰的教科書–其中10本涵蓋了需求層次論。研究結果發現，國內教育心理學用於論述馬斯洛需求層次論的篇幅差異頗大，單元歸屬以動機單元為主；雖然馬斯洛從未以圖示闡述，大多數的教科書仍以金字塔圖示說明理論，所揭示的需求層次層數分別有5層、6層、7層與8層。在階層名稱上，在個別教科書上曾發生概念替換、概念簡化、詞義限縮以及原文單複數未正確表達的問題。大部份教科書未探討需求優勢性與階序例外可能性，且常持「低階需求未滿足，個體不會追求高階需求」的錯誤觀點。本研究建議教育心理學的教學者應閱讀原典，以對理論有更精確的理解，並可鼓勵學生質疑、思辨，培養批判思考的能力。

To examine the elaboration of Maslow’s theory of hierarchy of needs in Taiwan’s educational psychology textbook, eleven books available in 2019 were acquired to conduct a content-analysis. Among those 11 books, 10 textbooks cover the hierarchy of needs theory. The results show that the books differ significantly in their length covering the topic and the authors usually put this topic in the chapter of motivation. Although Maslow himself never depict the hierarchy in pyramid, almost all the books illustrated with a pyramid of needs. The levels of hierarchy presented could be either 5, 6, 7, or 8. Some of the tags of the hierarchical needs fail to adhere to Maslow’s original wording. Most of the textbook writers did not elaborate on the concept of prepotency and the exception of order of needs, and many hold the misconception of "a person could not pursue a higher level needs unless the lower level needs are gratified". It is suggested that instructors of educational psychology read the original article by Maslow to gain more solid understanding of the theory, and encourage their students reflect more on this issue to cultivate critical thinking.