El apoyo social percibido es considerado un factor clave para la reducción del riesgo de estrés psicológico, fracaso académico y abandono de los estudios universitarios; sin embargo, la investigación relativa al modo en que el apoyo social puede incidir en el rendimiento académico de los estudiantes universitarios es escasa. El presente estudio examina la relación de diferentes provisiones y fuentes de apoyo social con el rendimiento académico de estudiantes universitarios españoles, en su primer y tercer curso. La muestra estaba compuesta por 219 adultos emergentes, 149 mujeres y 70 hombres, con una edad media de 18.01 años (SD= 0.46), matriculados en distintas titulaciones de una universidad pública española. Los datos se recabaron durante el primer año académico (tiempo 1) y de nuevo en el tercer año (tiempo 2). Los análisis de regresión realizados mostraron que diferentes dimensiones del apoyo social percibido predecían el éxito académico en el intervalo de dos años. Los resultados del estudio podrían servir para mejorar programas y políticas dirigidas a promover el ajuste y rendimiento académico de los estudiantes. Perceived social support is considered a key factor for reducing the risk of psychological distress, academic failure and student withdrawal from university; however, research concerning how social support may influence academic performance in undergraduate students is scarce. This study aimed to examine the relation of different provisions and sources of perceived social support with academic achievement of Spanish university students in their first and third year. The sample consisted of 219 emerging adults, 149 women and 70 men, of average age 18.01 years (SD= 0.46), enrolled on different degree courses at a public Spanish university. Data were collected during the first academic year (time 1) and again during the third academic year (time 2). Regression analysis of the data showed that different dimensions of social support predicted academic success throughout a period of two years. The study findings could be used to help university counsellors and administrators refine programmes and policies aimed at enhancing students’ adjustment and academic achievement.

Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self-talk. Moreover, mastery self-talk and work-avoidance self-talk directly and indirectly (through metacognitive knowledge) predicted academic achievement. Perceived social support is proposed as a marker of vulnerability/protection and as a resource for facing challenges in the academic context.

Different investigations have found that very or extremely (high risk) preterm children show global or specific difficulties in phonological awareness (PA) and reading abilities. Do low risk preterm children, however, exhibit this pattern? Phonological awareness has been considered an important predictor of literacy. Certain executive functions (EFs), and language abilities in turn, have been found to predict PA. The aims of this study are (1) to compare reading abilities of low risk preterm children of different gestational age (GA) groups to those of full-term children, (2) to compare the performance of low risk preterm children of different GA groups to that of full-term children in different EFs, language measures and PA, and (3) to perform a path analysis in order to test a longitudinal model of the relationships between EFs, language abilities, PA and reading. The participants were 108 low risk 4- year-old preterm children, classified into 3 groups of different GAs, and 34 full-term children. The children’s EFs (rapid automatized naming task (RAN), working memory, and inhibition) were assessed at 4 and 5 years of age. Vocabulary comprehension, morphosyntactic production and grammar reception were assessed when the children were 5 years of age, as well as phonemic awareness and syllabic awareness. Finally, reading abilities were assessed when the children were 9 years old. No significant difference between gestational age groups was found on any of the measures taken on EFs, language abilities, phonological awareness, or reading abilities. The path analysis model demonstrates the direct effect of working memory, certain linguistic skills governed by rules (grammar, morphology) and phonological awareness on reading abilities at 9 years of age. The model also shows the mediating role that PA has on the relationship between EFs and language abilities with reading abilities.