Martínez López, ZeltiaSousa Monteiro Nouws, Sónia Maria deVillar García, EvaMayo Pais, María EmmaTinajero Vacas, Carolina2023-12-222023-12-222023Martínez-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, 100291http://hdl.handle.net/10347/31652Self-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.eng© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync- nd/4.0/)http://creativecommons.org/licenses/by-nc-nd/4.0/deed.glPerceived social supportSelf-determinationSelf-regulated learningLearning strategiesjournal article10.1016/j.ijedro.2023.1002912666-3740open access