PARENTAL, PEER, AND TEACHER SUPPORT AS PREDICTORS OF ACADEMIC ENGAGEMENT AND ACHIEVEMENT; IMPLICATIONS FROM ECOLOGICAL SYSTEMS THEORY

Abstract

Background: Students’ academic success is shaped not only by individual ability but also by the social environments in which they learn. Parental, peer, and teacher support have long been identified as key sources of influence, with each contributing differently to motivation, engagement, and achievement. Ecological systems theory emphasizes that these supports function within interconnected systems that shape learning outcomes. However, evidence on their relative influence remains mixed whose impact can vary across contexts. Academic engagement has been conceptualized as a pathway linking social support to achievement, yet its mediating role across different support sources requires further investigation.

Purpose/Aim: The study aimed to examine how parental, peer, and teacher support influence students’ academic achievement directly and indirectly through academic engagement. This study further investigates whether engagement mediates the relationships between these sources of support and academic outcomes.

Methodology: A quantitative, cross-sectional design was employed, using structured questionnaires to collect data from secondary school students.  A total of 457 responses were collected out of 624 distributed questionnaires, reflecting a high response rate.

Findings:  Findings revealed that parental and teacher support significantly predicted academic engagement, which strongly influenced achievement. Mediation analysis confirmed that engagement mediated the effects of parental and teacher support on achievement. While peer support showed no significant direct or indirect effect on engagement or achievement.