Abstract
This study examined gender differences in the associations among teacher–student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher–student relationships (i.e. Conflict) had a stronger association with their school engagement than did positive teacher–student relationships (i.e. Closeness). However, several salient gender discrepancies were found. Specifically, Conflict had a stronger relation with girls’ emotional engagement than it did with boys’ emotional engagement. Girls’ cognitive engagement had no significant association with their teacher–student relationship, while boys’ cognitive engagement was predicted by both Closeness and Conflict. Theoretical and practical implications were discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
