Psychosocial Factors Associated with Academic Performance in Moroccan High School Students
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Objective: The present study aims to examine the effect of self-esteem on the academic performance of Moroccan high school students.
Methods and Materials: A quantitative and comparative study was conducted on 372 high school students in Kénitra city during the academic year 2024-2025. The Rosenberg Self-Esteem Scale was used to quantify self-esteem, and academic performance was determined by the annual average in science subjects. Studied parameters were gender, residence, age, and grade level. Statistical analyses consisted of Student's tests, analyses of variance, and Pearson correlations.
Findings: The results show a low level of self-esteem (M = 28.36) in general, and more than half of the students (60.36%) have low self-esteem. Significant differences were observed according to gender, with girls displaying significantly higher levels of self-esteem than boys (p < 0.001), as well as better academic performance. In contrast, no significant difference was found according to place of residence (p > 0.05). Furthermore, self-esteem and academic achievement distributions were broadly similar across age groups. Moderate academic achievement was the most prevalent category (37.1%), followed by good achievement (33.1%), with girls showing a modest advantage at the higher achievement levels. Finally, self-esteem was positively and significantly correlated with academic achievement (r = 0.63; p < 0.001).
Conclusion: Self-esteem is significantly associated with academic performance among Moroccan high school students. These findings highlight the potential importance of psychosocial factors in educational outcomes.
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