Home Program
PDF download
Cite article
Share options
Informations, rights and permissions
Issue image
Vol 14, 2025
Pages: 349 - 368
Original scientific paper
Psychology Editor: Dejan Kojic
See full issue

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 

Metrics and citations
Abstract views: 434
PDF Downloads: 323
Google scholar: See link
Article content
  1. Abstract
  2. Disclaimer
Received: 26.08.2025. >> Accepted: 11.09.2025. >> Published: 21.11.2025. Original scientific paper Psychology Editor: Dejan Kojic

CONNECTION OF PERCEIVED SOCIAL SUPPORT WITH THE SCHOOL ACHIEVEMENT OF HIGH SCHOOL STUDENTS

By
Nedim Prelić ,
Nedim Prelić

Faculty of Philosophy, PIM University , Banja Luka , Bosnia and Herzegovina

Danijela Jokanović ,
Danijela Jokanović
Contact Danijela Jokanović

Faculty of Psychology, University PIM , Banja Luka , Bosnia and Herzegovina

Nera Kravić Prelić
Nera Kravić Prelić

University Clinical Centre Tuzla, University Clinical Centre Tuzla , Tuzla , Bosnia and Herzegovina

Abstract

Great demands have been constantly made before students by contemporary education, expecting them not only to acquire academic knowledge, but also the development of various social and emotional competencies that contribute to their school success. Numerous studies indicate that  factors such as motivation, work habits and intellectual abilities are not the only predictors of school achievement, but that the social support that students perceive from various sources – parents, peers and teachers – also plays a significant role. Some researches show that students who receive greater social support perform better in school, have more developed strategies for coping with academic challenges, and express a higher level of motivation for learning (e.g.  Tayfur & Sevim, 2016; Mackinnon, 2012; Jiahui, et al., 2023; Saeed et al., 2023; Ahmed et al., 2008). Although  there is a significant number of studies researching this topic, the consistency of the results varies. The goal of this paper was to determine whether there is a connection between the perceived social support by parents, teachers and peers, as well as the overall perceived social support and school achievement of high school students of Tuzla Canton. 384 respondents (50,8% female and 49,2% male respondents), students of four high schools from Tuzla Canton area, participated in the research. 

References

Ahmed, W., Minnaert, A., Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescents’ achievement: the mediational roles of motivational beliefs and emotions. J Youth Adolesc, 39(1), 36–46.
Ajduković, D. (1995). Program psihosocijalne pomoći prognanoj i izbjegloj djeci. Zagreb: Društvo Za Psihološku Pomoć.
Badr, H., Acitelli, L. K., Duck, S., & Carl, W. J. (2001). Weaving social support and relationships together. In: B. Sarason, S. Duck (ur.), Personal Relationships, Implications for Clinical and Community Psychology. Chichester, John Wiley & Sons, LTD. pp. 1-15.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. W.H. Freeman and Company.
Beecher, M., & Loescher, E. (1994). The influence of parental support on academic achievement: A review of the literature. Educational Psychology Review, 6(2), 199–215.

The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.