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.
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