Time Management, Motivation, and Family Support: Predictors of Academic Achievement among Moroccan Secondary Students

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.