Effect of Affective and Cognitive Engagement on Academic Performance Among School Students

Abstract

Objective: Academic performance and behavioral outcomes are influenced by various dimensions of student engagement in academic and social experiences. While much research emphasizes external forms of engagement, fewer studies explore the role of internal engagement, such as affective and cognitive dimensions, and their evolution over time. This study examines the impact of affective and cognitive engagement on academic performance, with a focus on gender differences. Method: A sample of 158 students was recruited using purposive sampling. A correlational research design was employed. The Student Engagement Instrument (SEI; Appleton & Christenson, 2004) measured cognitive and affective engagement, and students’ academic performance was assessed through their Cumulative Grade Point Average (CGPA). Results: The analysis revealed significant gender differences in cognitive engagement, affective engagement, and academic performance. Female students demonstrated higher levels of cognitive engagement and academic performance than males. Furthermore, both cognitive and affective engagement were positively associated with academic performance. Conclusion: The findings highlight the nuanced interplay between cognitive and affective engagement and academic achievement. Gender differences in engagement and performance suggest targeted interventions are necessary to promote equitable learning outcomes. These results can inform educational practices and policies aimed at enhancing student engagement and academic success.