Link between lifestyle and self-regulated development as components of academic performance: basis for a psychoeducational intervention

Students with differing profiles vary in their academic performance. The present study utilised an
epistemological assessment of the students’ lifestyle according to a number of components.
Consequently, a number of compelling results emerged. However, the stand-alone finding revealed that
emotional support from teachers was not as effective as that from parents in predicting adolescent
motivation in reference to their academic performance. Nonetheless, perceived academic support from
teachers was helpful for adolescents in predicting stronger mastery goals. Support from peers worked
as a buffer against maladaptive motivation, predicting weaker performance-avoidance goals and lower
test anxiety. It is recommended to focus on pairing process of students’ academic performance to
demographic characteristics, lifestyle, and personal perception.