Social support, self-regulation and academic adjustment.

The research line “Social support, self-regulation and academic adjustment” focuses on the understanding of the interconnexions between perceived social support (PSS) and self-regulated learning (SRL), as well as its effects on academic adjustment in educational settings. To delimitate risk profiles for academic failure and dropout is another of our main aspirations.

We hope to provide the basis for the development of guidelines and intervention programs oriented to favour students’ adjustment, providing them with the competences needed to respond the growing formative demands of the so-called “information and life-long learning society”, and contributing to palliate difficulties that may hinder their development.

Main goal

To analyse the relationship between perceived social support, self-regulated learning, and academic adjustment in teenagers from Secondary Education.

Specific goals

  • To analyse the relationship between the measurements of PSS and SRL.
  • To analyse the relationship between the measurements of PSS and academic adjustment.
  • To analyse the relationship between the measurements of SRL and academic adjustment.
  • To analyse the effects of gender, academic grade, and special educational needs on the aforementioned relationships.
  • To determine to which extent PSS and SRL contribute to the shaping of heterogeneous profiles of academic adjustment during adolescence.

Sample

The initial sample consisted of 769 teenagers from different public Secondary centres in Galicia.

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