ArticleThe British journal of educational psychology2025
Perceived peer support, motivational self-regulation and academic achievement in adolescents.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Motivational Self-Regulation Strategies and Their Relationship with Academic Adjustment Across Adolescent High-Ability, Learning-Disability, and Regular Students.Journal of Intelligence · 2026Article
- Perceived Academic Support and Mental Well-Being Among Vocational Education and Training (TVET) Trainees in Kenya: The Mediating Role of Academic Resilience.European journal of investigation in health, psychology and education · 2026Article
- Heterogeneity in Longitudinal Links Between Social Support and Cognitive Development: A Person-Centered Analysis of Chinese Early Adolescents.Behavioral sciences (Basel, Switzerland) · 2026Article
- Teacher support, peer support, and art creativity: the mediating roles of learning interest and self-efficacy.Frontiers in psychology · 2026Article
- Attachment, Emotional Regulation, and Perceived Academic Efficacy in Adolescence: A Basis for Psychoeducational Intervention.Psychosocial intervention · 2026Article
- Perceived peer support, motivational self-regulation and academic achievement in adolescents.The British journal of educational psychology · 2025Article
- Associated factors of sufficient and insufficient physical activity in high school students: a case-control study.Frontiers in sports and active living · 2025Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
backgroundAccording 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.
aimsWe 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
methodsA 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.
resultsOverall, 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.
conclusionsConsidering 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.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.