ARASAC longitudinal study

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.

Specific objectives

To explore the evolution of ASP, AAR and the prevalence of risk behaviors throughout adolescence.
To examine the magnitude and directionality of the relationships between ASP, RAA and academic and psychosocial adjustment throughout Compulsory Secondary Education.
To determine the extent to which ASP, AAR and certain risk behaviors contribute to the configuration of heterogeneous profiles of academic progress and adjustment in adolescence.

Sample of study

The present research project is a three-year longitudinal study that will comprise six different data collection moments (two per year). In the 2022-2023 academic year, it is expected to be able to recruit 2000 students, enrolled from 1st to 4th ESO. In the 2024-2025 academic year, it is expected to have a follow-up sample of approximately 800 students, of which around 300 are expected to be in the 3rd and 4th years of ESO.