The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement

Perceived social support is considered essential for enhancing the inner academic motivational resources of students, in particular motivational self-regulation. We aimed to examine the possible associative mediation of motivational regulation strategies in the relationship between perceived support...

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Detalles Bibliográficos
Autores: Martínez López, Zeltia, Real Deus, Eulogio, Mayo Pais, María Emma, Silva Fernández, Natalia, Tinajero Vacas, Carolina
Tipo de recurso: artículo
Fecha de publicación:2026
País:España
Institución:Universidad de Santiago de Compostela (USC)
Repositorio:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
Idioma:inglés
OAI Identifier:oai:minerva.usc.gal:10347/45301
Acceso en línea:https://hdl.handle.net/10347/45301
Access Level:acceso abierto
Palabra clave:Academic achievement
Adolescence
Motivational self-regulation
Perceived social support
Self-regulated learning
61 Psicología
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spelling The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievementMartínez López, ZeltiaReal Deus, EulogioMayo Pais, María EmmaSilva Fernández, NataliaTinajero Vacas, CarolinaAcademic achievementAdolescenceMotivational self-regulationPerceived social supportSelf-regulated learning61 PsicologíaPerceived social support is considered essential for enhancing the inner academic motivational resources of students, in particular motivational self-regulation. We aimed to examine the possible associative mediation of motivational regulation strategies in the relationship between perceived support from family and teachers and academic achievement. A convenience sample of secondary education students was recruited. The students were asked to complete self-report questionnaires on perceived social support and motivational self-regulation strategies, and their academic grades were also recorded. Mediation regression analysis was used to test the mediation model proposed in the study. Three motivational regulation strategies mediated the relationship between perceived support and academic achievement: work-avoidance self-talk, self-efficacy enhancement, and enhancement of situational interest. Different support provisions were found to have cumulative positive and negative associations with the strategies. The findings suggest that perceived social support is associated with more autonomous forms of motivational regulation and lower levels of work-avoidance among studentsMDPIUniversidade de Santiago de Compostela. Instituto de Psicoloxía (IPsiUS)Universidade de Santiago de Compostela. Departamento de Psicoloxía Evolutiva e da EducaciónUniversidade de Santiago de Compostela. Departamento de Psicoloxía Social, Básica e Metodoloxía20262026-01-1620262026-01-16journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10347/45301reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostelainstname:Universidad de Santiago de Compostela (USC)InglésengAgencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023 PID2021-126981OB-I00 FACTORES ASOCIADOS AL AJUSTE Y EL PROGRESO ACADÉMICO EN LA ADOLESCENCIA: EL PAPEL DEL APOYO SOCIAL PERCIBIDO Y LA AUTORREGULACIÓN DEL APRENDIZAJEopen accesshttp://purl.org/coar/access_right/c_abf2© 2026 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) licensehttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:minerva.usc.gal:10347/453012026-06-15T12:47:27Z
dc.title.none.fl_str_mv The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
title The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
spellingShingle The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
Martínez López, Zeltia
Academic achievement
Adolescence
Motivational self-regulation
Perceived social support
Self-regulated learning
61 Psicología
title_short The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
title_full The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
title_fullStr The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
title_full_unstemmed The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
title_sort The mediating role of motivational self-regulation in the relationship between perceived support from family and teachers and academic achievement
dc.creator.none.fl_str_mv Martínez López, Zeltia
Real Deus, Eulogio
Mayo Pais, María Emma
Silva Fernández, Natalia
Tinajero Vacas, Carolina
author Martínez López, Zeltia
author_facet Martínez López, Zeltia
Real Deus, Eulogio
Mayo Pais, María Emma
Silva Fernández, Natalia
Tinajero Vacas, Carolina
author_role author
author2 Real Deus, Eulogio
Mayo Pais, María Emma
Silva Fernández, Natalia
Tinajero Vacas, Carolina
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Universidade de Santiago de Compostela. Instituto de Psicoloxía (IPsiUS)
Universidade de Santiago de Compostela. Departamento de Psicoloxía Evolutiva e da Educación
Universidade de Santiago de Compostela. Departamento de Psicoloxía Social, Básica e Metodoloxía
dc.subject.none.fl_str_mv Academic achievement
Adolescence
Motivational self-regulation
Perceived social support
Self-regulated learning
61 Psicología
topic Academic achievement
Adolescence
Motivational self-regulation
Perceived social support
Self-regulated learning
61 Psicología
description Perceived social support is considered essential for enhancing the inner academic motivational resources of students, in particular motivational self-regulation. We aimed to examine the possible associative mediation of motivational regulation strategies in the relationship between perceived support from family and teachers and academic achievement. A convenience sample of secondary education students was recruited. The students were asked to complete self-report questionnaires on perceived social support and motivational self-regulation strategies, and their academic grades were also recorded. Mediation regression analysis was used to test the mediation model proposed in the study. Three motivational regulation strategies mediated the relationship between perceived support and academic achievement: work-avoidance self-talk, self-efficacy enhancement, and enhancement of situational interest. Different support provisions were found to have cumulative positive and negative associations with the strategies. The findings suggest that perceived social support is associated with more autonomous forms of motivational regulation and lower levels of work-avoidance among students
publishDate 2026
dc.date.none.fl_str_mv 2026
2026-01-16
2026
2026-01-16
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10347/45301
url https://hdl.handle.net/10347/45301
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023 PID2021-126981OB-I00 FACTORES ASOCIADOS AL AJUSTE Y EL PROGRESO ACADÉMICO EN LA ADOLESCENCIA: EL PAPEL DEL APOYO SOCIAL PERCIBIDO Y LA AUTORREGULACIÓN DEL APRENDIZAJE
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
instname:Universidad de Santiago de Compostela (USC)
instname_str Universidad de Santiago de Compostela (USC)
reponame_str Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
collection Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
repository.name.fl_str_mv
repository.mail.fl_str_mv
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