Relationships between encounter strategies, social support and academic achievement among adolescences

This research aimed to investigate the relationships between adolescence’s encounter strategies, the extent of social support and academic achievement. The participants (n= 360) were randomly selected from Shiraz high schools’ students. The results showed that there were significant positive relationships between social support and problem-directed and affect-directed encounter strategies. The results also showed that social support had significant negative relationships with avoidance encounter strategy and having less effective strategies. The academic achievement had significant positive relationships with social support and the problem-directed strategies. Regression analysis results also showed that among various encounter strategies and social support, the problem-directed encounter strategy was a significant predictor of the academic achievement as dependent variable.