RT Journal Article
T1 Perceived social support and self-regulated learning: A systematic review and meta-analysis
A1 Martínez López, Zeltia
A1 Sousa Monteiro Nouws, Sónia Maria de
A1 Villar García, Eva
A1 Mayo Pais, María Emma
A1 Tinajero Vacas, Carolina
K1 Perceived social support
K1 Self-determination
K1 Self-regulated learning
K1 Learning strategies
AB Self-regulated learning (SRL) is conceived as an active, constructive process aimed at the attainment of personal learning goals. It is considered essential for academic achievement and life-long learning. Distal and proximal social influences, among which perceived social support (PSS) has been receiving increasing attention, are thought to play a key role in the development and display of SRL. In this paper, we aim to summarize the available data on the relationship between PSS and  SRL by reviewing published studies that include samples comprising students at different stages of education, ranging from elementary school to university. We conducted a systematic literature review and meta-analysis, seeking to examine the association between PSS and SRL, by considering the possible moderating effects of different support provisions and sources. In addition, we tentatively propose explanations for the relationship based on broadly supported theoretical models of PSS and SRL.
PB Elsevier
YR 2023
FD 2023
LK http://hdl.handle.net/10347/31652
UL http://hdl.handle.net/10347/31652
LA eng
NO Martínez-López, Z., Nouws, S., Villar, E., Mayo, M. E., & Tinajero, C. (2023). Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open, 5, 100291
NO This publication is part of Project PID2021–126981OB-I00, fundedby MCIN/ AEI/10.13039/501100011033/, by “ERDF A way of makingEurope”, and by Xunta de Galicia (ED431C 2022/17)
DS Minerva
RD 3 may 2026