2640 - THE RELATIONSHIP BETWEEN PERCEIVED SOCIAL SUPPORT AND WORK-AVOIDANCE SELF-TALK IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Session: P_D03S005 - Poster Session 5 - Division 3
AUTHORS:
Silva Natalia (University of Santiago de Compostela ~ Santiago de Compostela ~ Spain) , Mayo Pais María Emma (Institute of Psychology (IPsiUS), University of Santiago de Compostela ~ Santiago de Compostela ~ Spain) , Martínez-López Zeltia (Institute of Psychology (IPsiUS), University of Santiago de Compostela ~ Santiago de Compostela ~ Spain) , Real José Eulogio (Department of Social, Basic and Methodological Psychology, University of Santiago de Compostela ~ Santiago de Compostela ~ Spain) , Tinajero Vacas Carolina (Institute of Psychology (IPsiUS), University of Santiago de Compostela ~ Santiago de Compostela ~ Spain)
Abstract text:
Work-avoidance self-talk strategy reduces students' effort, limits the use of deep processing strategies and fostering amotivation, ultimately undermining self-regulated learning. Identifying factors that can counteract these tendencies is essential for promoting adaptive motivational patterns. Perceived social support has been highlighted in different studies as a key resource for strengthening inner motivational processes and promoting engagement; however, evidence regarding its role among students with special educational needs (SEN), who may encounter additional challenges in sustaining motivation, remains scarce. The present study aimed to examine the relationship between perceived social support and work-avoidance self-talk among adolescents with SEN. A total of 236 secondary school students (44.5% girls; Mage = 13.7; SDage = 1.3), enrolled in different academic courses (32.6% in 1st grade, 35.6% in 2nd grade, 14.8% in 3rd grade, and 16.9% in 4th grade), participated in the research. Data were collected using various subscales from the Spanish adaptation of the Relational Support Inventory - Adolescence and the Scale of Learning Motivational Strategies - Secondary. To assess the influence of different sources and types of perceived social support—emotional support, guidance, and reassurance of worth—from teachers, family, and peers on work-avoidance self-talk, we performed a linear regression analysis. Sex and academic course were entered as control variables in the first step. The model was significant, explaining 16.6% of the variance in work-avoidance self-talk (F (5, 221) = 10.024, p ≤ .001). Emotional support from teachers and family, as well as teacher guidance, showed significant negative associations (β = -.149, p ≤ .05; β = -.196, p ≤ .01; β = -.185, p ≤ .01, respectively). These findings highlight the protective role of perceived social support in promoting self-regulated learning and reducing maladaptive motivational patterns, reinforcing its importance for designing interventions that foster academic engagement and well-being in adolescence whit SEN.