BACKGROUND During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. METHOD Participants were 1,468 students (51% girls; 49% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS -teacher support subscale, AFA-R -family support and peer support subscales, SEM -School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. RESULTS The first-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. CONCLUSIONS Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-efficacy and school engagement.

中文翻译：

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社会支持在中等教育期间学校调整中的作用。

背景技术在中学教育期间，这是一个失败和辍学风险很高的阶段，社会支持是预防学校失调的重要背景变量。这项研究的目的是从学校调整方面理解社会支持的解释能力的理论模型，这被理解为学校参与度和感知的学业表现。方法参与者为巴斯克地区的1468名学生（51％的女孩； 49％的男孩），年龄在12至17岁之间（M = 14.03，SD = 1.36）。该研究具有事后横截面设计。所使用的测量工具为：TCMS-教师支持子量表，AFA-R-家庭支持和同伴支持子量表，SEM-学校参与度量表和EBAE-10-感知的学习成绩子量表。测试了各种不同的结构模型。结果首选模型是一种模型，其中社会支持预测学校的参与度，并将学业表现作为中介变量：加在一起，这两个变量均预测73％的学校参与度。影响最大的是老师的支持，其次是家庭的支持，而没有发现朋友对学校适应变量有直接影响。结论老师和家庭应该努力为学生提供社会支持，以增强他们的学术自我效能感和学校参与度。而没有发现朋友对学校调整变量有直接影响。结论老师和家庭应该努力为学生提供社会支持，以增强他们的学术自我效能感和学校参与度。而没有发现朋友对学校调整变量有直接影响。结论老师和家庭应该努力为学生提供社会支持，以增强他们的学术自我效能感和学校参与度。