Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students ( n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self-talk. Moreover, mastery self-talk and work-avoidance self-talk directly and indirectly (through metacognitive knowledge) predicted academic achievement. Perceived social support is proposed as a marker of vulnerability/protection and as a resource for facing challenges in the academic context

Academic achievement · Cognition · Developmental psychology · Educational psychology · Goal Orientation · Metacognition · Self-efficacy · Self-management · Self-regulated learning · Social change · Social cognitive theory · Social competence · Structural equation modeling · Impact of Technology on Adolescents · Motivation and Self-Concept in Sports · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology

• Understanding academic help-seeking among first-generation college students

  Open Access•Ruihua Li, Li Ruihua et al.•Humanities and Social Sciences…•2025

  Incluir item

• Personality traits, anxiety, depression, and peer-to-peer confirmation as correlates of e-learning motivation

  Open Access•Romualda Rimasiute-Knabikiene, Aistė Diržytė•Frontiers in Education•2026

  Incluir item

• The Mediating Role of Motivational Self-Regulation in the Relationship Between Perceived Support from Family and Teachers and Academic Achievement

  Open Access•Z Martínez‐lópez, E Real‐deu et al.•Education Sciences•2026

  Incluir item

• Perfiles motivacionales y éxito escolar en Secundaria

  Open Access•Isabel Piñeiro, Rebeca Juanatey et al.•Estudios sobre Educación•2026

  Incluir item

• The impact of parental involvement, social support, and peer relationships on L2 learning motivation

  Open Access•Zijun Guo, Zikai Guo et al.•Acta Psychologica•2025

  Incluir item

• An Introduction to the Bootstrap

  Open Access•Bradley Efron, Robert J Tibshirani et al.•An Introduction to the Bootstrap•1993

  Incluir item

• Handbook of Motivation at School

  Eva M Pomerantz, Geetha B Ramani et al.•Handbook of Motivation at School•2016

  Incluir item

• School transitions

  Open Access•Lorin W Anderson, Jacque Jacobs et al.•International Journal of…•2000

  Incluir item

• Self-Regulated Learning

  Monique Boekaerts, Markku Niemivirta•Handbook of self-regulation•2000

  Incluir item

• Self-regulated learning

  Open Access•Monique Boekaerts•International Journal of…•1999

  Incluir item

• Engagement and disaffection in the classroom

  Ellen A Skinner, Ellen Skinner et al.•Journal of Educational Psychology•2008

  Incluir item

• How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?

  Open Access•Monique Boekaerts, Eduardo Cascallar•Educational Psychology Review•2006

  Incluir item

• Assessing Metacognitive Awareness

  Open Access•Gregory Schraw, Rayne Sperling Dennison•Contemporary Educational Psychology•1994

  Incluir item

• Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement.

  Juyeon Song, Mimi Bong et al.•Journal of Educational Psychology•2015

  Incluir item

• A Review of the Academic and Psychological Impact of the Transition to Secondary Education

  Open Access•Danielle Evans, Giulia A Borriello et al.•Frontiers in Psychology•2018

  Incluir item

• Regulation of Motivation

  Christopher A Wolters•Educational Psychologist•2003

  Incluir item

• Models of Self-regulated Learning

  Minna Puustinen, Lea Pulkkinen•Scandinavian Journal of…•2001

  Incluir item

• Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

  Open Access•Shui‐fong Lam, Shui-fong Lam et al.•Journal of School Psychology•2012

  Incluir item

• The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence

  Open Access•Amy L Dent, Alison C Koenka•Educational Psychology Review•2016

  Incluir item

• What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

  Carolina Mega, Lucia Ronconi et al.•Journal of Educational Psychology•2014

  Incluir item

• Gender differences in the relationship between perceived social support and student adjustment during early adolescence.

  Sandra Y Rueger, Christine K Malecki et al.•School Psychology Quarterly•2008

  Incluir item

• Social Relationships and Health

  Sheldon Cohen, Benjamin H Gottlieb et al.•Social support measurement and…•2000

  Incluir item

• Functional roles of social support within the stress and coping process

  Open Access•Ralf Schwarzer, Nina Knoll•International Journal of Psychology•2007

  Incluir item

• A Review of Self-regulated Learning

  Open Access•Ernesto Panadero•Frontiers in Psychology•2017

  Incluir item

• Statistical Power Analysis

  Open Access•Jacob Cohen•Current Directions in Psychological…•1992

  Incluir item

• Motivation and Self-Regulated Learning

  Dale H Schunk, Barry J Zimmerman•Motivation and Self-Regulated…•2012

  Incluir item

• Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

  Open Access•Rafael García-Ros, Francisco Pérez‐González et al.•Current Psychology•2023

  Incluir item

• Relations between perceived teacher support and academic achievement

  Open Access•AN Fu-hai, Fuhai An et al.•Current Psychology•2023

  Incluir item

• Cognitive engagement in self-regulated learning

  Open Access•Shan Li, Susanne Lajoie et al.•European Journal of Psychology of…•2022

  Incluir item

• The social contagion of work avoidance goals in school and its influence on student (dis)engagement

  Open Access•Norman B Mendoza, Ronnel B King•European Journal of Psychology of…•2022

  Incluir item

• Ability self‐concepts and parental support may protect adolescents when they experience low support from their math teachers

  Open Access•Glona Lee, Sandra D Simpkin•Journal of Adolescence•2021

  Incluir item

• Linking student self‐regulated learning profiles to achievement and engagement in mathematics

  Open Access•Timothy J Cleary, Jacqueline Slemp et al.•Psychology in the Schools•2021

  Incluir item

• Social Influences on the Development of Children's Adaptive Help Seeking

  Open Access•Richard Newman, Richard S Newman•Developmental Review•2000

  Incluir item

• University students profiles of self-regulated learning and motivation

  Open Access•Francielle Nascimento Merett, José Aloyseo Bzuneck et al.•Estudos de Psicologia (Campinas)•2020

  Incluir item

• Prospective associations between peer support, academic competence, and anxiety in college students

  Open Access•Justin T Worley, Diana J Meter et al.•Social Psychology of Education•2023

  Incluir item

• Parents’ and adolescents’ perceptions of parental support as predictors of adolescents’ academic achievement and self-regulated learning

  Open Access•Danbi Choe•Children and Youth Services Review•2020

  Incluir item

• Perceived Social Support from Different Sources and Adolescent Life Satisfaction Across 42 Countries/Regions

  Open Access•Shuang Bi, Gonneke W J M Stevens et al.•Journal of Youth and Adolescence•2021

  Incluir item

• Within-person variation in security of attachment

  Jennifer G La Guardia, Richard M Ryan et al.•Journal of Personality and Social…•2000

  Incluir item

• Conceptualizing parental autonomy support

  B Soenens, Maarten Vansteenkiste et al.•Developmental Psychology•2007

  Incluir item

• The Multidimensional Scale of Perceived Social Support

  Gregory D Zimet, Nancy Wray Dahlem et al.•Journal of Personality Assessment•1988

  Incluir item

• Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies

  Open Access•Jose Manuel Suárez Riveiro, Ramon Gonzalez Cabanach et al.•British Journal of Educational…•2001

  Incluir item

• The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning Among Urban Youth

  Open Access•Justin C Perry, Alexandra L Fisher et al.•Youth & Society•2018

  Incluir item