During adolescence, important transformations take place in the individual and in his or her context, as well as in the interconnections between individual and contextual dimensions. These represent an opportunity for the individual to develop his or her potential and to approach adult status, but they also entail important risks that could negatively condition his or her development in the short, medium and long term. Depending on the acquired skills of self-regulation and socio-emotional functioning, adolescents may show difficulties in planning, orienting and monitoring their own behaviour, which would manifest themselves in the affective (e.g. coping with negative emotions), motivational (autonomous vs. controlled motivation), attentional (e.g. in controlling interference from distracting stimuli) and behavioural (e.g. impulse control and delaying gratification) domains. Under these conditions, social support, which has been shown to be one of the most valuable protective factors in the face of disturbing or adverse situations and which promotes self-determination, is of vital importance. The papers in this symposium will present the results obtained in three studies exploring the role of perceived social support and self-regulated learning in academic adjustment and a synthesis of an ongoing research project aimed at analysing the interconnections between these variables.