There is a hypothesized gap between the technology-mediated practices of adolescents and school, hindering student motivation and well-being. This study examined how students’ school motivation is associated with ICT-use. Previous research has shown that achievement goal orientations are related to students’ academic and emotional functioning. Simultaneously, adolescents engage in various socio-digital activities on a daily basis. Our aim is to integrate these two approaches to examine whether students with different motivational profiles display different patterns of socio-digital participation. The participants were Finnish high school students (N=1342) who filled in a self-report questionnaire assessing school motivation and ICT-use both in and out of school. We examined the structural validity of the measurement model by confirmatory factor analyses, classified the students by latent profile analyses and examined group and gender differences by ANOVAs. Four groups were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. The groups differed in their generalized motivational beliefs and there were meaningful differences in terms of their orientations to socio-digital participation: e.g. indifferent students were more likely to engage in hanging-out and gaming, avoidance-oriented students were the least engaged in academic activities. Also, there were some interesting group × gender interaction effects. We found that students’ indifference towards school is associated with ICT-engagement outside of school (gaming and hanging-out). We conclude that there appears to be evidence of discontinuities between today's schools and their students, raising a question of whether the indifference is the cause or the outcome. Furthermore, the findings raise new insights on achievement goal and gender interaction effects.