Maladaptive behavior in relation to the basic psychological needs of students in secondary education

Much research has been done into the relationship between students’ motivation to learn and their basic psychological needs as defined by the self-determination theory (autonomy, competence, and relatedness). However, few studies have explored how these psychological needs relate to different types of maladaptive behaviour in the classroom. More insight into its relationships is required to prevent or remedy such behaviour. The present study attempted to determine the relationship between the maladaptive behaviour of secondary school students (grades 8 and 9) and the degree to which teachers and peers address their needs for competence, autonomy, and relatedness. Results show significant, negative correlations between maladaptive student behaviour in the classroom and the extent to which students’ basic psychological needs are met by teachers and fellow students. Both teachers and fellow students play a role in students’ maladaptive behaviour toward school and withdrawn behaviour. Regarding unfriendly behaviour, teachers' perceived support appears to be particularly relevant, while the role of peers is an important factor in delinquent behaviour.