Adolescence, as a critical stage of student life, observes the interaction of external factors that contribute to their maturity in cognition, self-awareness and personal performance. The study is based on the framework of self-determination theory by Ryan and Deci (2023) in approaching an individual's motivation. This paper investigates the relationship of social support, academic motivation and academic performance of Vietnamese adolescence to provide a contextual analysis and synthesis of the interaction between social support that students receive and their motivation constitution in Vietnamese social and cultural settings. Social support is measured by the Multidimensional Scale of Perceived Social Support (MSPSS) (Zimet et al., 1988), while academic motivation is reflected via the Academic Motivation Scale (AMS) developed by Ohio State University (Anderson-Butcher, 2015). Moreover, open data from students’ responses provided an insight for analysis. One significant finding from this study in terms of motivation was that extrinsic motivation was positively correlated to general social support, however, regarding teachers’ support specifically, it was not statistically related. Another conclusion drawn from the investigation was the students’ awareness of the link between social support to higher academic motivation, which then correlates with better performance either directly or indirectly.