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ERIC Number: EJ1174523
Record Type: Journal
Publication Date: 2018-May
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0044-118X
The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning among Urban Youth
Perry, Justin C.; Fisher, Alexandra L.; Caemmerer, Jacqueline M.; Keith, Timothy Z.; Poklar, Ashley E.
Youth & Society, v50 n4 p551-570 May 2018
Self-regulation is a well-known construct in educational and psychological research, as it is often related to academic success and well-being. Drawing from criticisms of a lack of context applied to the investigation of this construct, the current study examined the multi-dimensional role of social support (teachers, parents, peers) and coping skills as predictors of self-regulated learning among a diverse sample of urban youth (N = 229). Based on a cross-sectional and longitudinal design, structural equation modeling was used to test two models. Social support predicted self-regulated learning at Time 1 and Time 2 after controlling for grades. Results further indicated that coping skills did not predict self-regulated learning in either model. The implications for practice, limitations of the study, and future directions for research are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
IES Funded: Yes
Grant or Contract Numbers: R305A100094