Gender dynamics in the relationship among student-teacher relationships, academic task engagement, academic task value, and positive developmental outcomes.

ABSTRACT: This study examines gender differences in the direct and indirect relationships among student-teacher relationships, academic task engagement, perceived academic task value, and positive developmental outcomes among secondary school students. A correlational research design was used, and a cross-sectional survey was conducted with 500 students from grades 9 and 10 across five selected secondary schools. Multi-stage sampling technique employed to select participants. The study utilized Multi-Group Structural Equation Modeling (MGSEM) to examine gender difference. The results indicate that the student-teacher relationship and students' perceived academic task value were associated with 40.3% of the variance in cognitive engagement among male students (R2 = 0.403), while they explain 31.9% of

SUBMITTER: Abren GT 

PROVIDER: S-EPMC12755818 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature