competence, autonomy, and relatedness.
To test this hypothesis, 585 from 9 schools in the Netherlands (grade 8-9) were aksed to fill out a series of questionnaires about their behavior in school. These behaviors included bad behavior related to schoolwork, unfriendly behavior, as well as withdrawing and delinquent acts.
In addition, participants completed the Teacher as Social Context Questionnaire (TSCQ), which allows to gauge the extent to which teachers meet their students’ fundamental needs.
Finally, a modified version of the TSCQ was used to measure the extent to which these same needs were met by the subjects’ peers.
As expected, the author found a correlation between unmet fundamental needs and bad behavior in school.
Interestingly, both teacher’s and peers’ behavior led to this response, with the latter having a specific effect on delinquent acts.
Source: Oostdam et alia (2018)
Image source: wired.it