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 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.