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Thesis defense “Perceived social support, motivational self-regulation and academic performance in adolescents”

Tese Eva

On December 13, Eva Villar García, member of the working group of the ARASAC research project, held the reading and public defense of the thesis with international mention “Perceived social support, motivational self-regulation and academic performance in adolescents”, directed by Dr. Carolina Tinajero Vacas.

Adolescence is a transitional period during which important changes take place in the individual and their surroundings. Coping successfully with these changes is essential for well-being and academic progress at this life stage. However, adolescents often encounter difficulties in this respect, as indicated by high rates of academic failure and dropout. The ability to self-regulate learning is seen as a way of overcoming these difficulties. Recent models of self-regulated learning (SRL) draw attention to the importance of motivational self-regulation. Moreover, social support has been proposed as a major determinant of an individual’s inclination to regulate their motivation and, by extension, their cognition during learning tasks. Based on these premises, the present doctoral thesis seeks to clarify the role of SRL and perceived social support (PSS) in academic performance during adolescence. To this end, several studies were carried out, with the following aims: (1) to obtain up-to-date information on the theoretical elaborations on SRL, (2) to gather available evidence on the association between PSS and the use of learning strategies, (3) to provide data on the interconnections between different provisions and sources of PSS, metacognitive knowledge, learning strategies (cognitive, metacognitive and motivational) and academic performance during adolescence. The results obtained support the expected effect of PSS on the manifestation of self-regulatory learning skills, as well as the mediating role of these skills in the relationship between PSS and academic performance.

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