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High-quality social relationships are importantfor students’ academic motivation and achievement. How-ever, the specific pathways through which social relation-ships influence motivation, learning, and achievement arestill unclear. Guided by Anderman’s (in: Urdan (ed.),Advances in motivation and achievement, vol. 11: the roleof contextual influences on motivation,1999) social–moti-vational model, this study tested a conceptual model pos-iting perceived social support from parents, teachers, andpeers as predictors of various types of achievement goals(mastery, performance, work avoidance, and social). Goals,in turn, were posited to influence the use of self-regulatedlearning strategies and subsequent academic achievement.These hypothesized relationships were tested in one pathanalytic model with a sample of Filipino secondary students(n=1,026). Results showed that social support from par-ents, teachers, and peers positively predicted adaptive typesof goals. Parent support was negatively associated with awork avoidance goal. Self-regulation positively predictedsubsequent academic achievement. Taken together, thefindings evinced the relevance of social relationships onacademic outcomes. Implications and directions for futureresearch are discussed