The longitudinal research project “Factors associated with academic adjustment in adolescents: the role of perceived social support and self-regulation of learning” (ARASAC) (Project PID2021-126981OB-I00, funded by MCIN/ AEI /10. 13039/501100011033/ and by ERDF A way to do Europe) aims to advance the understanding of the interconnections between perceived social support (PSS), self-regulated learning (SRL), and academic (performance and persistence/dropout) and psychosocial (self-esteem, life satisfaction, behavioral and emotional difficulties) adjustment during adolescence. The school environment is particularly conducive to examining these interconnections because of their relevance to adolescent identity and vocational development. Delimiting risk profiles for school failure and dropout is another of our aspirations.
We hope to lay the foundations for outlining guidelines and intervention programs aimed at favoring the adjustment of adolescents immersed in the educational system, providing them with the skills to respond to the growing training demands of the so-called “knowledge and lifelong learning society”, and helping to alleviate the difficulties that may hinder their vocational development and social integration.