<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282020000100015</article-id>
<article-id pub-id-type="doi">10.6018/analesps.36.1.344141</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Perceived social support as a predictor of academic success in Spanish university students]]></article-title>
<article-title xml:lang="es"><![CDATA[El apoyo social percibido como predictor del éxito académico en estudiantes universitarios españoles]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tinajero]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-López]]></surname>
<given-names><![CDATA[Zeltia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[María-Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Páramo]]></surname>
<given-names><![CDATA[María-Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Santiago de Compostela Faculty of Psychology Department of Developmental and Educational Psychology]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Santiago de Compostela Faculty of Psychology Department of Social, Basic Psychology and Methodology]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>134</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282020000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282020000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282020000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Perceived social support is considered a key factor for reducing the risk of psychological distress, academic failure and student withdrawal from university; however, research concerning how social support may influence academic performance in undergraduate students is scarce. This study aimed to examine the relation of different provisions and sources of perceived social support with academic achievement of Spanish university students in their first and third year. The sample consisted of 219 emerging adults, 149 women and 70 men, of average age 18.01 years (SD= 0.46), enrolled on different degree courses at a public Spanish university. Data were collected during the first academic year (time 1) and again during the third academic year (time 2). Regression analysis of the data showed that different dimensions of social support predicted academic success throughout a period of two years. The study findings could be used to help university counsellors and administrators refine programmes and policies aimed at enhancing students&#8217; adjustment and academic achievement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El apoyo social percibido se considera un factor esencial para la reducción del estrés psicológico, el fracaso académico y el abandono de los estudios universitarios; sin embargo, la investigación sobre la relación del apoyo social con el rendimiento académico en la universidad es escasa. En el presente estudio se examinó la relación de diferentes recursos y fuentes de apoyo social percibido con el rendimiento académico en estudiantes universitarios españoles. La muestra estaba compuesta por 219 adultos emergentes, 149 mujeres y 70 hombres, con una edad media de 18.01 años (SD= 0.46), matriculados en distintas titulaciones de una universidad pública española. Los datos fueron recogidos durante el primer curso académico (tiempo 1) y de nuevo durante el tercer curso (tiempo 2). Mediante un análisis de regresión de los datos se encontró que diferentes dimensiones del apoyo social percibido predecían el éxito académico a lo largo de los dos años. Los hallazgos del estudio pueden ayudar a orientadores y administradores a mejorar programas y políticas destinadas a favorecer la adaptación y el rendimiento académico de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="en"><![CDATA[College students]]></kwd>
<kwd lng="en"><![CDATA[Emerging adulthood]]></kwd>
<kwd lng="en"><![CDATA[Perceived social support]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Adultos emergentes]]></kwd>
<kwd lng="es"><![CDATA[Apoyo social percibido]]></kwd>
</kwd-group>
</article-meta>
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