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.

Background: According to the Self‐Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self‐regulation in students. Supportive academic contexts are expected to satisfy these basic needs. Aims: We aimed to explore the mediating effect of motivational self‐regulation strategies in the relationships between the provisions of emotional support, guidance and reassurance of worth from peers and academic achievement in adolescents. Sample and Methods: A total of 463 students enrolled in compulsory secondary education were recruited for the study. The students completed self‐report measures of perceived social support and motivational self‐regulation strategies, and their academic grades were noted. The data obtained were examined by regression mediational analysis. Results: Overall, peer support had a significant effect on self‐regulated motivation. Several motivational regulation strategies had a mediating effect on the relationship between perceived support from peers and academic achievement. Conclusions: Considering the nature of the mediational strategies, peers seem to encourage autonomous types of regulation and address the lack of motivation in students. Thus, in the light of our findings, peer support must be considered in creating a classroom climate that is conducive to engagement and learning.

Binge drinking (BD) is a high-risk pattern of alcohol consumption that is remarkably prevalent among teenagers and emerging adults. This pattern is thought to alter social networks, affecting access to social support (SS), which is considered essential for adjustment during transitional periods and may in turn play a proactive role against risk behaviors. In this review, we aim to synthesize the available data on the relationship between BD and SS in teenagers and emerging adults. Therefore, a search on three electronic databases was conducted (Web of Science, PsycInfo and PubMed). Articles were screened using eligibility criteria in line with the investigation question and the methodological quality of the studies were reported. Data were analyzed using a narrative synthesis approach. Cross-sectional and longitudinal data suggested that SS is associated with the onset, frequency, and intensity of BD; this relation varies with age, gender, and source of support (family or peers). From developmental and socio-cognitive points of view, the following conclusions were reached: (a) effects beyond the detrimental consequences of BD must be considered in order to interpret the data, and (b) social support should be taken into consideration in intervention strategies.

La pandemia de la COVID-19 ha dado lugar a importantes cambios y demandas en el contexto educativo, que a su vez parecen haber afectado negativamente al bienestar psicológico de los/as estudiantes. Es objeto del presente estudio, de naturaleza descriptiva, analizar la afectación psicológica durante el confinamiento en una muestra de 167 estudiantes universitarios (M=21.28 años, DT=1.70) de la comunidad autónoma de Galicia. En concreto, se ha analizado la afectación psicológica experimentada por el estudiantado y su relación con factores sociodemográficos y académicos y los miedos más comunes asociados al coronavirus, utilizando para ello un Cuestionario de Datos Académicos y Sociodemográficos Básicos (ad hoc), la Escala de Miedos al Coronavirus y un Cuestionario de Manifestaciones (ad hoc). Los resultados sugieren un incremento significativo en la incidencia de manifestaciones cognitivas, emocionales, físicas y conductuales. Las demandas académicas elevadas y un alto miedo a la COVID-19, parecen actuar como factores de riesgo a la hora de experimentar estos síntomas. A la luz de los resultados obtenidos se valora la incidencia de los estereotipos de género en la afectación constatada, así como el posible papel de la falta de información e insuficiente coordinación en la programación de las tareas encomendadas a los/as estudiantes. Los resultados obtenidos sugieren que se hace necesario realizar un seguimiento, e implementar medidas preventivas e intervenciones psicológicas y educativas orientadas a reducir los factores de riesgo asociados a los mismos.

Young adults face major changes when transitioning from secondary school to higher education. These changes may be personal (identity exploration, instability), psychosocial (need to establish new ...