The Role of Self-Regulation and Social Support in Academic Achievement of Secondary School Students

Abstract

The present paper explores the combined influence of self-regulation and social support on academic achievement in secondary school students. In this study, a systematic review methodology was adopted and 20 published research papers were examined to investigate how self-regulation and social support interact to influence academic achievement in secondary school students. Self-regulation, defined as managing emotions, thoughts, and behaviors for academic goals, was linked to improved planning, progress monitoring, and adapting learning strategies. Social support, encompassing encouragement from teachers, family, and friends, was associated with positive well-being and coping mechanisms.

The review found a positive relationship between self-regulation, social support, and academic achievement. Students with strong self-regulation skills and robust social networks demonstrated higher academic performance and greater control over their learning compared to their less self-regulated and socially supported peers. In conclusion, social support environments can nurture self-regulation, ultimately impacting academic outcomes.