Students with differing profiles vary in their academic performance. The present study utilised an epistemological assessment of the students’ lifestyle according to a number of components. Consequently, a number of compelling results emerged. However, the stand-alone finding revealed that emotional support from teachers was not as effective as that from parents in predicting adolescent motivation in reference to their academic performance. Nonetheless, perceived academic support from teachers was helpful for adolescents in predicting stronger mastery goals. Support from peers worked as a buffer against maladaptive motivation, predicting weaker performance-avoidance goals and lower test anxiety. It is recommended to focus on pairing process of students’ academic performance to demographic characteristics, lifestyle, and personal perception.