Perceived social support and academic performance in Peruvian high school students: influence of academic engagement and academic self-efficacy

Dominguez-Lara S.; Valente S.N.; Lourenço A.A.; Peceros-Pinto B.; Díaz-Peñaloza M.; León S.R. · Revista Fuentes (2024) · DOI: 10.12795/revistafuentes.2024.23116

Resumen

Based on ecological systems theory, three main social contexts are associated with school engagement. In this sense, this study aimed to find out the impact of perceived social support on academic achievement considering the mediating role of academic engagement and academic self-efficacy. A total of 623 Peruvian secondary school students (women = 51.364%) and adolescents between 12 and 17 years old (Mage = 14.255; SDage = 1.454) participated. Were evaluated with the Multidimensional Scale of Perceived Social Support, the Utrecht Work Engagement Scale – Student, the Academic Situations Specific Perceived Self-efficacy, and the academic performance obtained from the institutional data. The data analysis was carried out under structural regression analysis with the weighted least square mean and variance adjusted and the parameters were interpreted under an effect size perspective. Regarding the results, the perceived social support from parent’s influences on academic self-efficacy and academic engagement; at the same time, academic self-efficacy influences academic engagement and academic performance. On the other hand, when the mediating role of academic self-efficacy and academic engagement were considered, only an indirect and significant influence of perceived social support from parents on academic performance was found. In conclusion, the family is a relevant factor to increase self-efficacy beliefs and optimize academic performance.

Instituciones: Universidad Científica del Sur; Universidad de San Martín de Porres; Universidad Privada San Juan Bautista