Motivation, Career Goals, Social Media and Family: How Are They Related to Life and Earth Sciences Learning among High School Students?

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.