Motivation, Career Goals, Social Media and Family: How Are They Related to Life and Earth Sciences Learning among High School Students?
Year: 2026
Type: preprint
Study design: Observational Study
Abstract: This study examines factors associated with learning in Life and Earth Sciences (LES) among high school students: social media use, career goals, the perceived link between LES and these goals, motivation for the subject, and the family environment. A 45-item questionnaire was completed by 194 first- and second-year baccalaureate students from three high schools in Tinghir Province (Drâa-Tafilalet Region, Morocco) during the 2025–2026 school year. Responses were related to LES grades using Pearson and Spearman correlations, one-way ANOVA, the Kruskal–Wallis test, Welch's t-test, the chi-square test and multiple linear regression. Motivation for LES was the factor most strongly associated with grades (r = 0.42; p < 0.001), followed by the perceived link between LES and the future (r = 0.31) and having a career goal: students without one scored on average 2.4 points lower out of 20. In the regression model (R² = 0.25), only motivation (β = 0.36) and gender remained significant predictors. Time spent on social media had no direct effect on grades; it acted indirectly by reducing self-regulation and motivation (indirect effect = −0.10; 95% CI [−0.18, −0.03]). Family support strengthened commitment to career goals without a direct association with grades. These findings suggest that making LES meaningful, by connecting it to students' future plans, is the main lever for improving learning.
Authors: Aouragh, Mohamed, KHADIJA, LAHJAJ
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7225327875