Sources of perceived social support, school adjustment and academic success in Peruvian secondary education

Social support has relevant effects on adjustment in the educational setting, and in turn, this school adjustment is important to obtain academic success. The aim of this research is to analyse the relationships of the perceived social support from family, teachers and friends with the students' school adjustment, and their academic success, while controlling for age, gender and type of school in Secondary school students. The research is a cross-sectional survey design. The sample was 906 Peruvian students. A structural model found that social support dimensions, gender and type of school predicted school adjustment. Academic success was directly and positively predicted by school adjustment. Girls perceived more school adjustment than boys. Students in private schools perceived more adjustment than students in public schools.