School or academic achievement is a relevant topic of study, as it is evidence of the learning achieved by the student. This study aims to explore a model explaining academic achievement while testing the mediator role of learning strategies, study habits and study attitudes. Research design was correlational. 1712 Dominican students from 12 to 20 years old (52.75% female) were sampled through cluster sampling. Data was recruited with a set of validated questionnaires, including measures of academic achievement (marks), learning strategies, study habits, and attitudes toward studies, school engagement, and academic support. Structural Equation Modeling was used to establish and test the mediational model. Main results show that learning strategies and study habits and attitudes play a mediator role between background variables as age, gender, cognitive or behavioral engagement, and students' academic achievement. Learning strategies and study habits play a central role in achieving a good academic performance, by mediating the effects of academic support and school engagement.

The influence of academic support on students’ academic and personal development has been previously demonstrated. The objective of this study was to present a validation of the Perceived Academic Support Questionnaire (PASQ). This scale has three dimensions: academic support from (1) teachers, (2) family, and (3) peers. For the reliability analysis, we estimated the Cronbach alpha and Composite Reliability Indices (CRIs). Factorial validity was assessed by confirmatory factor analysis (CFA) and external validity was tested via a structural equation model in which the dimensions of academic support predicted academic motivation. The CFA fit indices showed very good fit to the data, supporting the theoretically proposed three-factor structure. The reliability indices, considering Cronbach alpha and CRI, were adequate for all dimensions and the predictive model fit was satisfactory. Teacher and parental academic support had a positive impact on academic motivation. On the contrary, a negative relationship between peer support and academic motivation was found. The evidence provided supports for the use of the PASQ as a brief academic support scale in future research.

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