It is pertinent for students to be aware of their learning achievements. Previous research shows that many factors are related to achieving learning outcomes such as self-adjustment, social support from peers, and self-regulation. Whilst these factors may be enough to produce students who will be able to understand biology, they may not be sufficient to produce high achieving students who are motivated to learn biology. This study aims to determine the relationship between self-adjustment, social support from peers, and self-regulation and the outcomes of biology learning through motivation in learning in high school students. Data was collected through a questionnaire and documentation. The findings show that self-adjustment, social support, and self-regulation have a direct relationship with motivation and biology learning outcomes. Self-adjustment has an indirect relationship with learning outcomes through motivation in learning biology with a path coefficient of 0.14; social support from peers has an indirect relationship with the learning outcomes through student learning biology motivation with a path coefficient of 0.20; and self-regulation has an indirect relationship with learning outcomes through student learning motivation with a path coefficient of 0.26. The conclusion of this study shows that it is important to foster the factors that determine student learning outcomes.