Behavioral and Psychosocial Predictors of Academic Achievement among Moroccan Secondary Students: A Self-Regulated Learning Perspective

Behavioral and Psychosocial Predictors of Academic Achievement among Moroccan Secondary Students: A Self-Regulated Learning Perspective | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Behavioral and Psychosocial Predictors of Academic Achievement among Moroccan Secondary Students: A Self-Regulated Learning Perspective Abdelghni El Amoumri This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7889868/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 20 Mar, 2026 Read the published version in BMC Psychology → Version 1 posted 13 You are reading this latest preprint version Abstract This study investigates the combined effects of time management, psychological motivation, and social support on academic achievement among Moroccan secondary school students. Drawing on a sample of 631 students from the city of Fez, data were collected through two complementary surveys: the first (N = 308) focused on students’ daily habits and time management practices, while the second (N = 323) examined motivational, familial, and social factors associated with learning outcomes. Using a quantitative descriptive–analytical design, the study employed multiple regression, correlation, and mediation analyses to test the relationships among the key variables. The hierarchical multiple regression analysis explained 10.4% of the variance in academic achievement (R² = .104; Adjusted R² = .099), confirming that psychological and social factors significantly moderate the negative effects of poor time management on students’ performance. Time management and late-night digital activities were negatively correlated with concentration and academic achievement (r = − 0.41, p < .01), whereas academic motivation and family support showed strong positive associations (r = .62 and r = .48, respectively). These findings highlight the dynamic interplay between behavioral, psychological, and social determinants of academic success in Moroccan secondary education. The study underscores the need for holistic interventions that combine time management training, motivational enhancement, and parental engagement to foster sustainable academic outcomes. Time management academic achievement motivation family support self-regulated learning secondary education Morocco Full Text Additional Declarations No competing interests reported. Supplementary Files YourOpinionMattersSurveyEnglish.pdf QuestionnaireFactorsAcademicAchievementEnglish.pdf Cite Share Download PDF Status: Published Journal Publication published 20 Mar, 2026 Read the published version in BMC Psychology → Version 1 posted Editorial decision: Revision requested 16 Dec, 2025 Reviewers agreed at journal 16 Dec, 2025 Reviews received at journal 14 Dec, 2025 Reviewers agreed at journal 11 Dec, 2025 Reviewers agreed at journal 11 Dec, 2025 Reviewers agreed at journal 02 Dec, 2025 Reviews received at journal 25 Nov, 2025 Reviewers agreed at journal 24 Nov, 2025 Reviewers invited by journal 13 Nov, 2025 Editor assigned by journal 12 Nov, 2025 Editor invited by journal 25 Oct, 2025 Submission checks completed at journal 24 Oct, 2025 First submitted to journal 24 Oct, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7889868","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":549463308,"identity":"9d3d301e-f029-4994-ba47-7454deb1f07b","order_by":0,"name":"Abdelghni El 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Drawing on a sample of 631 students from the city of Fez, data were collected through two complementary surveys: the first (N\u0026thinsp;=\u0026thinsp;308) focused on students\u0026rsquo; daily habits and time management practices, while the second (N\u0026thinsp;=\u0026thinsp;323) examined motivational, familial, and social factors associated with learning outcomes.\u003c/p\u003e\u003cp\u003eUsing a quantitative descriptive\u0026ndash;analytical design, the study employed multiple regression, correlation, and mediation analyses to test the relationships among the key variables. The hierarchical multiple regression analysis explained 10.4% of the variance in academic achievement (R\u0026sup2; = .104; Adjusted R\u0026sup2; = .099), confirming that psychological and social factors significantly moderate the negative effects of poor time management on students\u0026rsquo; performance. Time management and late-night digital activities were negatively correlated with concentration and academic achievement (r\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;0.41, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), whereas academic motivation and family support showed strong positive associations (r\u0026thinsp;=\u0026thinsp;.62 and r\u0026thinsp;=\u0026thinsp;.48, respectively).\u003c/p\u003e\u003cp\u003eThese findings highlight the dynamic interplay between behavioral, psychological, and social determinants of academic success in Moroccan secondary education. The study underscores the need for holistic interventions that combine time management training, motivational enhancement, and parental engagement to foster sustainable academic outcomes.\u003c/p\u003e","manuscriptTitle":"Behavioral and Psychosocial Predictors of Academic Achievement among Moroccan Secondary Students: A Self-Regulated Learning Perspective","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-24 11:14:36","doi":"10.21203/rs.3.rs-7889868/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-12-16T15:59:39+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"333926122319594536405322532495208474958","date":"2025-12-16T12:51:11+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-14T21:18:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"62493374932141406594674648306135903697","date":"2025-12-11T14:43:03+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"134838882987924307212104100079082380167","date":"2025-12-11T14:03:03+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"34841385887259877721715885447758523485","date":"2025-12-02T13:20:57+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-25T09:23:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"164668525310649204203531758377907052999","date":"2025-11-24T08:22:53+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-11-13T07:37:24+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-12T10:06:02+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-10-25T06:34:15+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-10-24T22:16:58+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-10-24T22:13:52+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6a539ea8-09bb-46e7-bab2-0083d548d6c7","owner":[],"postedDate":"November 24th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-03-23T16:02:30+00:00","versionOfRecord":{"articleIdentity":"rs-7889868","link":"https://doi.org/10.1186/s40359-026-04264-4","journal":{"identity":"bmc-psychology","isVorOnly":false,"title":"BMC Psychology"},"publishedOn":"2026-03-20 15:58:05","publishedOnDateReadable":"March 20th, 2026"},"versionCreatedAt":"2025-11-24 11:14:36","video":"","vorDoi":"10.1186/s40359-026-04264-4","vorDoiUrl":"https://doi.org/10.1186/s40359-026-04264-4","workflowStages":[]},"version":"v1","identity":"rs-7889868","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7889868","identity":"rs-7889868","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}