Emotional Engagement among High School Students

Emotional engagement is a critical component of student’s learning reflecting the affective, cognitive and motivational involvement of students in academic activities. The present study was carried out on High School Students to find the gender differences in Emotional Engagement. The study consisted 205 High School Students, 106 Girls and 99 boys from Bangalore High Schools. Emotional Engagement Scale developed by Dr. Neha Sharma & Mr. Gaurav Sejwal was administered. Data was analyzed using frequency distribution and independent samples t-tests to examine differences based on gender. The mean score for boys (M = 172.27, SD = 23.27) was higher than that of girls (M = 165.94, SD = 20.86), indicating that boys demonstrated greater emotional engagement in the assessed activities. The independent-samples t-test revealed a statistically significant difference between genders, t (203) = 2.04, p = .04, suggesting that gender is associated with variations in emotional engagement among high school students. These results suggest that boys may experience or express higher levels of emotional engagement than girls. The present study on emotional engagement among high school students holds considerable significance for students, teachers, schools, and the broader field of educational research. Emotional engagement is a critical aspect of student development, as it directly influences academic performance, motivation, social relationships, and psychological well-being. Understanding the factors and dimensions of emotional engagement can help educators, administrators, and policymakers create effective strategies to enhance student involvement and learning outcomes.

Emotional Engagement, High School Students, Emotional Engagement Scale

1. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303 [Google Scholar] [Crossref]

2. Boyle, E. A., Connolly, T. M., & Hainey, T. (2019). The role of flow and emotional engagement in game-based learning. British Journal of Educational Technology, 50(2), 641–655. https://doi.org/10.1111/bjet.12745 [Google Scholar] [Crossref]

3. Davis, S. K., Niven, K., & Carroll, M. (2024). Cultivating teacher emotional engagement: The protective role of psychological capital and collegial support. Teaching and Teacher Education, 141, 104502. [Google Scholar] [Crossref]

4. Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. [Google Scholar] [Crossref]

5. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142. [Google Scholar] [Crossref]

6. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059. [Google Scholar] [Crossref]

7. Linnenbrink-Garcia, L., & Patall, E. A. (2022). Creating emotionally supportive learning environments: A meta-analysis of intervention studies. Educational Psychologist, 57(3), 183–201. https://doi.org/10.1080/00461520.2022.2090375 [Google Scholar] [Crossref]

8. Neha Sharma & Gaurav Sejwal (2025), Emotional Engagement Scale, Agra Psychological Research Cell, Agra, India. [Google Scholar] [Crossref]

9. Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225–236. [Google Scholar] [Crossref]

10. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. [Google Scholar] [Crossref]

11. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement. Journal of Educational Psychology, 85(4), 571–581. [Google Scholar] [Crossref]

12. Wang, M. T., Wilkins, J. L., & Eccles, J. S. (2016). Gender differences in school engagement during adolescence: The role of emotional support and classroom context. Developmental Psychology, 52(11), 1823–1837. [Google Scholar] [Crossref]

• A Comparative Study of Adjustment Level, Parental Income and Academic Achievement of Adolescent Girls
• Increase in STIs among Adolescents in Masvingo District
• A Correlation between SDG 4 (Quality Education) and Emotional Disposition of Teacher Educators in Hyderabad District
• Ear Piercing Behaviour and Self-Esteem among Male University Students in Nigeria
• A Study of Religiosity and Psychological Well-Being