MYNEEDZ ? Befriedigung psychischer Grundbedürfnisse in den Lebenswelten Familie und Schule aus Sicht von Sekundarstufenschüler:innen im deutsch-italienischen Vergleich.

Autor/in	Ciociola, Francesco
Titel	MYNEEDZ ? Befriedigung psychischer Grundbedürfnisse in den Lebenswelten Familie und Schule aus Sicht von Sekundarstufenschüler:innen im deutsch-italienischen Vergleich. Gefälligkeitsübersetzung: MYNEEDZ ? Satisfaction of Basic Psychological Needs in the Youth Life Areas of Family and School from the Perspective of Secondary School Students in a German-Italian Comparison.
Quelle	In: Praxis der Kinderpsychologie und Kinderpsychiatrie, 74 (2025) 6, S. 521-538Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0032-7034; 2196-8225
DOI	10.13109/prkk.2025.74.6.521
Schlagwörter	Familie; Schule; Sekundarbereich; Schüler; Internationaler Vergleich; Bedürfnisbefriedigung; Grundbedürfnis; Deutschland; Italien
Abstract	The study analyses the basic psychological needs of adolescents in the youth life areas of family and school in Germany and Italy. The theoretical basis is the consistency theory according to Grawe (2004). Using the specially developed MYNEEDZ questionnaire, whose psychometric quality has been confirmed by confirmatory factor analyses and reliability parameters, N = 1.317 adolescents aged 13 to 18 (Germany: N = 789; Italy: N = 528) from various types of school were surveyed on their self-perceived satisfaction of their basic psychological needs. Non-parametric methods (Mann-Whitney-U, Kruskal-Wallis test) were used to test the hypotheses. The results show that adolescents in Italy report a significantly higher level of basic psychological needs satisfaction in the family and school areas than adolescents in Germany. Within the German sample, there were significant differences between the school types. Young people at special schools reported higher values than their peers at "Hauptschulen" and "Realschulen". In addition, there were gender-specific differences in favour of male adolescents living in Italy. The findings point to the influence of cultural relationship patterns, school structural conditions and gender-specific experiences of stress on the satisfaction of basic psychological needs. This has practical implications for culturally sensitive school development and for gender-sensitive educational approaches in school contexts. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3